Acts of Teaching: How to Teach Writing / Edition 2

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Overview

Carroll and Wilson have taken their successful Acts of Teaching into the 21st Century with this totally revised second edition. While maintaining the best of Acts, Acts II moves the paradigm into the global age. Comprehensive, innovative, and practical, and with forewords by two of the most noted scholars in the field, Janet Emig and Edmund J. Farrell, this text offers educators a powerful approach to teaching writing. Rather than repetitive exercises, it focuses on engagement and interaction so students grapple with words and experiences to make meaning.

In Acts II the writing process and assessment gain a new dimension. Recent research supports its content and strategies while cognitive development and neurological theories, early literacy, inquiry, and writing as a mode of learning across all disciplines and grade levels have been invigorated. Topics include students, shifts and skills for the global age, the writing process, and assessment, three chapters on how to teach grammar within the writing process, collaboration, post writing, and publishing. This book meets the needs of anyone writing or teaching writing. Grades PreK-12.

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Editorial Reviews

From the Publisher

"Now in an extensively updated and significantly expanded second edition Acts of Teaching: How To Teach Writing….is a 501-page compendium of instruction on all aspects of the art and craft of teaching aspiring authors how to write effectively regardless of the genre or discipline they are writing in or for….Acts of Teaching is not only very highly recommended as an educational curriculum guide and supplement for the teaching of writing in a college or university level course, it is also invaluable reading for any aspiring writer seeking to become as effective as they can be within the demands of any scientific discipline, literary genre, or commercial enterprise they might find themselves working in."

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Wisconsin Bookwatch

"This updated text focuses on educating teachers with unique ways to engage students in the activity of learning to write….Chapters on how to shape student writing, assess writing, edit paragraphs, publish, and write collaboratively give teachers a broad spectrum of writing knowledge. The book's second half elaborates on the growth and development of the brain as it pertains to learning in adolescents, cognitive theories of learning, and connecting with the writer through reading and research….The samples of student writing and examples of teacher moderated exercises will be a welcome assistance to first time teachers whether it is elementary or middle school."

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VOYA

"This updated text focuses on educating teachers with unique ways to engage students in the activity of learning to write."

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VOYA

VOYA - Laura Panter
This updated text focuses on educating teachers with unique ways to engage students in the activity of learning to write. Instead of inundating students with worksheets on grammar, spelling quizzes, and the "right way" to formulate paragraphs, teachers are encouraged to involve students in writing projects that promote the excitement of discovery. In Carroll's writing process, students select the topics that they find important through pre-writing strategies, expanding on them with the teacher's guidance. Various writing styles are discussed, outlining different ways for teachers to model writing exercises in order to generate interest and creativity among students of all ages. Chapters on how to shape student writing, assess writing, edit paragraphs, publish, and write collaboratively give teachers a broad spectrum of writing knowledge. The book's second half elaborates on the growth and development of the brain as it pertains to learning in adolescents, cognitive theories of learning, and connecting with the writer through reading and research. Carroll and Wilson produce a thorough depiction of the writing process and theories of learning, but they cram too much information into one book. A text encompassing the writing process, research skills, and arenas of writing would have been sufficient for teacher education classes. The overuse of literary theories and references to other scholarly works tends to bog down the text, but the samples of student writing and examples of teacher-moderated exercises will be a welcome assistance to first time teachers whether it is elementary school or middle school. Reviewer: Laura Panter
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Product Details

  • ISBN-13: 9781591585176
  • Publisher: Libraries Unlimited
  • Publication date: 12/30/2007
  • Edition description: REV
  • Edition number: 2
  • Pages: 544
  • Sales rank: 457,023
  • Product dimensions: 6.80 (w) x 9.90 (h) x 1.00 (d)

Meet the Author

JOYCE ARMSTRONG CARROLL has taught almost all grade levels, was professor of English and Writing at McMurry University, and is co-director of Abydos Learning International, formerly New Jersey Writing Project in Texas (NJWPT), with her husband Edward E. Wilson. Carroll has served as President of the Texas Council of Teachers of English Language Arts, served on the National Council of Teachers of English's Commission on Composition, and was Chair of NCTE's Standing Committee Against Censorship and has written for numerous books and journals.

EDWARD E. WILSON is co-director of Abydos Learning International, formerly the New Jersey Writing Project in Texas (NJMPT), with his wife Joyce Carroll Armstrong. He has taught at elementary and secondary schools and junior college levels and is a member of NCTE, TCTELA, and ASCD. Wilson is the owner of Absey & Co., a publisher committed to educational excellence and creative works of literary merit.

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Table of Contents

Foreword to ACTS II by Edmund J. Farrell

Foreword to ACTS I by Janet Emig

Preface: A Parable

Introduction: Our Flattened World

Part I: The Process

Chapter One: Prewriting

Chapter Two: Writing and Organizing

Chapter Three: Writing as a Social Act

Chapter Four: Grammar and Correcting

Chapter Five: Grammar through Revision

Chapter Six: Grammar through Reformulation

Chapter Seven: Post Writing and Publishing

Chapter Eight: Assessment

Part II: The Theory and Pedagogy

Chapter Nine: Brain Power

Chapter Ten: Learning How to Learn

Chapter Eleven: Early Literacy

Chapter Twelve: Research

Chapter Thirteen: Writing as a Mode of Learning

Bibliography

Appendices

Index

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