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VOYAIt has been a while since a single book has so powerfully changed this reviewer's thinking about teaching, making her reconsider how she teaches. The book at first seems a bit of a "love fest" among the editors as it is founded on the principles presented by George Hillocks's Teaching Writing as a Reflective Practice (Teacher's College Press, 1995). The editors frequently mention his work and influence as well as each other. Readers will get over this reaction as soon as they recognize the valuable insights on teaching and learning. Interest will pique in Chapter 2 where Markham claims "education is essentially an ethical endeavor." The next chapter solidifies interest by offering an idea that teachers will immediately want to use; Flanagan presents a game to teach students the elements of an argument to enhance their writings. But it was repeated references to what Csikszentmihalyi and Larson describe as "the flow of academic experiences" that truly change perspectives. Smith offers suggestions for using student's "literate activities outside of school" to give control and competence back to students so that they might in fact enjoy what they do at school. This book offers a wealth of practical teaching and learning activities founded on sound research. Each chapter starts with the author's reflection on a teaching practice and offers solutions to problems. Almost every chapter models Hillocks's "instructional scaffolding," and they are grouped into inquiry, writing, discussion, and literature instruction. Recommend this book to both novice and veteran teachers, as suggested in the introduction, "as a means for initiating dialogue with their peers about how to teach English." 2005,Heinemann, 223p., $25 pb. Ages adult professional.
—Ann T. Reddy-Damon