- Shopping Bag ( 0 items )
Following up on Subjects Matter - the book that changed how tens of thousands of language arts, math, science, and social studies teachers use reading in their classrooms - Harvey Daniels, Steven Zemelman, and Nancy Steineke now present the most thorough and practical exploration available of writing in the subject areas. Content-Area Writing guides you strategically through the two major types of writing that every student must know:
With their contagious combination of humor, irreverence, and classroom smarts, Daniels, Zemelman, and Steineke give you dozens of valuable lessons for encouraging growth in both types of writing with subject-specific ideas for planning, organizing, and teaching, as well as samples of student work and guidelines for evaluation and assessment. They also include detailed information on how their strategies fit into the writing process, how they can be used in writing workshops across the curriculum, and how they prepare students for testing and other on-demand writing situations.
With writing, you can help students learn better, retain more, meet content- and skills-based standards, and tackle any test with confidence. No matter what you teach, read Content-Area Writing and discover for yourself that classroom time spent writing is classroom time well spent.
Posted July 26, 2014
This book claims to be based in research and study. It does indeed footnote those two things, but the bulk of its content is just rewritten from other education books that proffer reworded ideas as if they were new philosophy. It is rife with sweeping, unfounded statements like saying that when a teacher does extensive editing of student writing, it "doesn't work and … never has worked" because kids ignore the notes. Naturally, it won't work if you allow them to do that. It also drips with the silly adage that teachers enforce total silence and control over student behavior. To be sure, kids and immature adults (who look back at their early years still using the lens of a child) believe this to be true. However, for at least 50 years, teachers have been encouraging discussions in the classroom. We struggle to keep these discussions at a reasonable volume and on-topic, but we do it because it is worth the struggle. People who say otherwise are just trying to sell something. It's also written very colloquially and unprofessionally. I'm sure the authors were aiming to make it a more engaging read this way, but when they make such ridiculous, rehashed statements, it's hard to take them seriously. In general, the book seems to assume the very worst in both teachers and students, such as when it discredits note-taking because it assumes most students will just copy the notes anyway. Clearly, the authors are familiar with copying others' ideas, but not everyone does that.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.