Writing as Learning: A Content-Based Approach

Overview

Using 12 step-by-step strategies, teachers can help students build a rich vocabulary, gain a deep understanding of concepts, and develop organized thinking processes.

The skill of writing crosses all subject areas. It should not be confined to just the language arts classroom. The practical writing strategies in Writing as Learning demonstrate how you can employ writing as a powerful tool for processing new subject area content and integrating new learning with prior...

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Overview

Using 12 step-by-step strategies, teachers can help students build a rich vocabulary, gain a deep understanding of concepts, and develop organized thinking processes.

The skill of writing crosses all subject areas. It should not be confined to just the language arts classroom. The practical writing strategies in Writing as Learning demonstrate how you can employ writing as a powerful tool for processing new subject area content and integrating new learning with prior knowledge. Included are more than 200 examples of how 12 different strategies can be used in kindergarten through high school classrooms.

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Editorial Reviews

Kimberley Gomez
"Offers an organized set of strategies for creating a 'continuous learning through writing' program for teachers and their students."
Susan D'Angelo
"The strategies are clearly explained and include samples of student work. They can be implemented easily by preservice teachers as well as seasoned teachers. "
Susan D’Angelo
"The strategies are clearly explained and include samples of student work. They can be implemented easily by preservice teachers as well as seasoned teachers."
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Product Details

  • ISBN-13: 9781412949606
  • Publisher: SAGE Publications
  • Publication date: 12/7/2006
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 256
  • Product dimensions: 8.60 (w) x 11.10 (h) x 0.80 (d)

Meet the Author

Andrew S. Rothstein has had a distinguished career as a teacher, administrator, and researcher. His diverse and enriching experiences in international schools, special education, public schools, and consulting have given him a broad perspective of the contexts in which children learn. As an author and presenter, he has achieved wide acclaim for his work in improving school performance by focusing on improving instruction and its supervision. His work in integrating many subject areas through writing has been highly effective in improving test scores in districts across the country. As principal, Rothstein led site-based improvements that resulted in strong increases in student academic performance. While superintendent of a regional school serving children with severe physical disabilities and health impairments, Rothstein reorganized staff development, created new curricula, and integrated technology into the instructional program for children for children from prekindergarten through high school.He has been an adjunct professor at Southern Connecticut State University and Touro College. Rothstein earned a master's degree in special education from the University of North Carolina at Chapel Hill and a doctorate in educational administration from New York University.

Evelyn Rothstein has been an educational consultant specializing in teaching writing across the curriculum for the past twenty years. With a background in classroom teaching and a specialization in linguistics and language development, she has trained teachers and implemented her strategy-based Writing As Learning and Write for Mathematics programs in hundreds of schools and school districts throughout the United States. She is the author of numerous books and articles, including Writing as Learning and Write for Mathematics. Rothstein is a graduate of the City University of New York and Teachers College, Columbia University with degrees in education, speech, reading, and psycholinguistics.

Dr. Gerald Lauber, currently Chief Operating Officer of the National Urban Alliance previously served as superintendent in three New York State school districts, where he initiated programs to meet the needs of diverse student populations while stabilizing long-range fiscal plans. Under his administration, state-of-the-art computer assisted instructional programs, as well as innovative writing and mathematics programs were put into place. As President and CEO of Purewater Sciences and Melric Technologies he developed a corporate perspective on what schools must provide to prepare children for success in the workplace and the world in which they live. Dr. Lauber's writings have appeared in Electronic School, THE Journal, American School Boards Journal , New York Slate Education, Viewpoints, Newsday and other publications. Dr. Lauber co-authored Writing as Learning and Write for Mathematics and makes numerous presentations for school districts across the country. Dr. Lauber has an MA and MED in School Administration from Teachers College and an Ed.D. in Systems Administration from New York University.

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Table of Contents

Preface to the Second Edition
Publisher’s Acknowledgments
About the Authors
Introduction
1. The Elements of Writing as Learning: Strategies, Genres, Topics, and Tools
2. Building Vocabulary With Taxonomies
3. Composing With Keywords
4. Metacognition
5. Defining Format
6. Morphology, Etymology, and Grammar
7. Profiles and Frames
8. Who’s Who
9. Reasons, Causes, Results
10. Where in the World
11. Premises, Premises
12. Quotable Quotes
13. Personifications and Interactions
14. Writing as Editing
15. Writing—A Curriculum Unifier: A Goal for Every Student
Bibliography
Index
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