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Overview“I just cannot write” or “I am not a good writer” are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, Nancy A. Wasser argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write. Wasser explains how teaching and regular practicing of writing skills from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process. Good writers are not born that way, but made through effort and practice. Changes in curriculum may not only lead to better-expressed citizens, but also to more balance between teacher and children voices. Full Product DetailsAuthor: Nancy A. WasserPublisher: Brill Imprint: Brill Volume: 11 Weight: 0.315kg ISBN: 9789004468504ISBN 10: 9004468501 Pages: 168 Publication Date: 19 August 2021 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsPreface Acknowledgments Introduction 1 Purpose of This Book as a Conceptual Bridge PART 1: Critical School Writing as a Place for Transformation 1 Transformative Literacy: Narrative as Retrospective Meaning Making 1 A Word about Definitions 2 Conclusion 2 A Framework for Writing to Transform Our World 1 Through the Lens of Writing — An Historical Journey: A Rationale 2 Transforming Writing from a Secondary to a Primary Discourse 3 Whole Language: Literacy Learning from Whole to Part 4 Personal Narrative as Literacy Pedagogy 5 Pushing back against Current School Writing Policies 3 Teacher Candidates Critical Work and a Critical Discourse Analysis 1 How It Worked: The Documentation 2 How It Worked: My Teacher Research Classroom Methods 3 An Example of a Narrative Lesson in Progress 4 Data Analysis Method 5 CDA Theoretical Tools 6 Conclusion 4 Language and Power: Emergent Themes 1 Theme of Writing for Meaning and Purpose 2 Theme of Building Community through Narrative Writing Pedagogy 3 Theme of Narrative Writing as a Tool for Healing 4 Language and Power; Language Empowers 5 Conclusions PART 2: Teacher Action Research 5 Teacher Action Research: Schools as Knowledge Democracies 1 TAR as a Research Paradigm 2 TAR as Knowledge Democracy 6 Using Teacher Action Research to Support Narrative as Writing Pedagogy 1 Funds of Knowledge as Fodder for Narrative Writing Pedagogy 2 Pioneering Support for the Methodology 3 Studies Treating Teaching Writing through Teacher Research 4 Research Studies Employing Personal Narrative as a Source of Scholarly Writing 5 Conclusion PART 3: Teachers as Change Agents 7 Challenging the Practice of Testing and Grades as Proof of Good Teaching and Learning: Challenging Writing as Merely a Skill 1 Why Narrative as Writing Pedagogy? 2 A Critical Discourse Approach to Analyzing the Narratives 3 What Worked Well 4 Preservice Teachers Challenge the Pedagogy: Testing and Grades as Proof of Good Teaching and Learning 5 Preservice Teachers’ Thinking about Writing Begins to Change 8 Narrative to Promote “School” Writing while Writing for Meaning and Purpose 1 Incorporating Skill-Based Literacy Instruction and Narrative Genre in Pedagogy Based on Personal Stories: How It Worked 2 Language and Power 3 Conclusion 9 General Discussion and Conclusions: Changing the Dominant Literacy Pedagogy One Story at a Time 1 Open-Ended Planning 2 A Place of Transformation 3 Preservice Teachers Push back against Writing as Primary Literacy Pedagogy: The “What Do We Do about Grades?” Discourse 4 Places of Transformation from “What Do We Do about Grades,” to “How Can We Assess Students’ Writing along the Road to Learning to Write?” 5 Pushing back against Issues of Language and Power 6 Transformative Actions to Address Issues of Language and Power 7 The Tradition of Teaching/Not Teaching Writing in School 8 A Look at My Teacher Discourse and Discourse 9 In Conclusion Appendices Appendix 1: Johnson Elementary Charter School Demographics Appendix 2: Methods for Teaching Elementary Language Appendix 3: Reading Log Appendix 4: Lesson Plan 4-16-2014 Appendix 5: I Know What It’s Like… Appendix 6: I Know What It’s Like… Appendix 7: Class Poem #2 Appendix 8: Class Poem #3 Appendix 9: Questions on Unit 1 Reading, EDUC 453/553 February 12, 2014 Appendix 10: Journal Guidelines ReferencesReviews"""Wasser convincingly argues that skills can be taught as part of the learning process while situating writing in the context of children’s lives and culture. She develops a strong theoretical framework throughout her discussion of student writing samples, preservice teacher reflections, and her own experiences as an elementary school teacher and a professor ofteacher education."" - A. L. Hsu, State University of New York College at Old Westbury" Author InformationNancy Wasser, PhD, is a retired Assistant Professor at the Department of Teacher Education and Educational Leadership at the University of New Mexico. She combines her research in Curriculum Studies with Pedagogy and literacy education. Her focus is on inclusive and bilingual education. Tab Content 6Author Website:Countries AvailableAll regions |
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