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Teaching Students to Write Personal Narratives

ISBN-10: 0325033978
ISBN-13: 9780325033976
Edition: 2012
List price: $21.25
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Description: "These books will support teachers in their understanding of designing process-based instruction and give them both useful lesson plans and a process for designing instruction on their own that follows the design principles."-Peter Smagorinsky,Larry  More...

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Book details

List price: $21.25
Copyright year: 2012
Publisher: Heinemann
Publication date: 3/6/2012
Binding: Paperback
Pages: 104
Size: 6.00" wide x 9.00" long x 0.26" tall
Weight: 0.308
Language: English

"These books will support teachers in their understanding of designing process-based instruction and give them both useful lesson plans and a process for designing instruction on their own that follows the design principles."-Peter Smagorinsky,Larry Johannessen, Elizabeth Kahn, and Thomas McCannThe Dynamics of Writing Instruction serieshelps middle and high school teachers teach writing using a structured process approach. Teachers may spread these books throughout a multiyear English language arts program, use all six books to constitute a yearlong writing course, or repeat modified sequences from one book at sequential grade levels so students deal with that particular genre at increasing degrees of complexity.Each book in the series includes classroom-tested activities, detailed lesson sequences, and supporting handouts. The instruction is detailed enough to use as a daily plan but general enough that teachers can modify it to accommodate their own curriculum and the specific needs of their students.The instructional activities in each book are tailored to a specific kind of writing: argument, essays that define, comparison/contrast essays, personal narratives, research reports, and fictional narratives. This six book series will show teachers how to:introduce issues, dilemmas, and scenarios that capture students' interest and invoke the critical and creative thinking necessary to write powerfully and effectivelydesign and orchestrate activities within an interactive and collaborative environmentmove students through increasingly challenging activities designed to help them become independent writers.

Thomas M. McCann is an associate professor of English at Northern Illinois University, where he contributes to the teacher certification program. He taught high school for 25 years, including seven years working in an alternative high school. He has been a high school English department chair, an assistant principal, and an assistant superintendent. His published work has appeared in Educational Leadership, Research in the Teaching of English, the English Journal, and the Illinois English Bulletin. His co-authored books include Explorations: Introductory Activities for Literature and Composition, 7-12 (National Council of Teachers of English, 1987), In Case You Teach English: An Interactive Casebook for Preservice and Prospective Teachers (Merrill/Prentice Hall, 2002), Supporting Beginning English Teachers (NCTE, 2005), and Talking in Class (NCTE, 2006). He edited and contributed a chapter to Reflective Teaching, Reflective Learning (Heinemann, 2005). He is the co-author of The Dynamics of Writing Instruction (Heinemann, 2010). The National Council of Teachers of English awarded him the Richard A. Meade Award for research about the concerns of beginning teachers. He also received the Paul and Kate Farmer Award from NCTE for his writing for the English Journal.

Thomas M. McCann, Larry R. Johannessen, Elizabeth Kahn, Peter Smagorinsky, and Michael W. Smith were all graduate students of George Hillocks, Jr. at the University of Chicago. They have explored ways to engage critical readers, writers, and speakers in more than 30 books, in over 300 articles, and in hundreds of presentations all over the world. Together, they have over eighty years experience as secondary English teachers, and as university faculty they have taught hundreds of preservice and practicing teachers. They've been friends and collaborators for years.

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