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| Foreword | |
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| Acknowledgments | |
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| About the Author | |
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| Running and Writing | |
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| The Workshop Culture - A Study of Coaching | |
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| Conclusions and The Mission | |
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| Who Writes the Rule Book Anyway? Accountability, Tests, and the History of Rhetoric | |
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| A Bit of History | |
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| And What About the Other Parts of My Curriculum? | |
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| Testing and Accountability | |
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| Conclusions | |
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| Suggested Reading | |
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| Coaching and Teaching By Doing; Modeling Thinking, Writing, and Reading | |
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| A Horror Story in Two Scenes | |
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| Sunday Night Back in the Dark Ages | |
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| Sunday Night One Week Later | |
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| Modeling; A Simple Concept With Huge Benefits | |
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| Modeling Gives Us Fresh Experiences to Draw From | |
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| Modeling Can Transform Our Classrooms | |
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| Modeling Fosters Authentic Learning | |
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| Modeling Will Supercharge Our Planning Time | |
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| Modeling In Our Classrooms: What Do We Do? | |
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| Modeling Concepts for Writing | |
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| A Lesson in Modeling Writing | |
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| Modeling Concepts for Reading | |
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| A Lesson in Modeling Close Reading and Analysis | |
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| Conclusions: Pulling It All Together and Coming Full Circle | |
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| Warming Up the Writing Muscles; Two Tools for Invention | |
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| Free Writing | |
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| What Is Free Writing . . . Really? | |
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| Why Does Free Writing Work? | |
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| Application: Helping Our Students Discover the Magic | |
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| A Lesson in Free Writing | |
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| The Last Word on Free Writing | |
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| Daybooks. A Place to Store Free Writing and Thinking | |
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| Conclusions | |
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| The Practice Field; Building Strength and Confidence in Writing and Literary Analysis | |
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| Types of Practice | |
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| Reader Response and Invention | |
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| In-Class Revision and Drafting | |
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| Types and Progression of Assignments as Practice | |
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| Conclusions | |
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| Race Day: Evaluation and the Idea of Grammar | |
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| Grammar in Context | |
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| The Bottom Line On Grammar | |
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| A Grammar Lesson | |
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| A Word of Caution | |
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| For Further Ideas | |
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| A Word About Standards | |
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| Watching the Race: Evaluating Student Writing | |
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| Grading Practice Writing Without Eradicating Its Purpose | |
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| Grading Response Journals or Daybooks | |
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| Grading Published Pieces | |
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| Portfolios: Looking at the Whole Season and Student Growth Over Time | |
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| Conclusions | |
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| Suggested Reading | |
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| Responding as a Spectator: The Writing Conference | |
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| Why Conference Anyway? | |
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| A Trek Through a Conference Log | |
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| Writing Conventions/Skills in Context | |
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| A Fifty-Minute Tutoring Session Translated Into a Ninety-Minute Class | |
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| Basic Behavior in a Writing Conference | |
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| A Close-up Look at a Conference | |
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| Conclusions | |
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| Becoming Independent; Writing and Literature Groups | |
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| A Scenario: Student Writing as Class Literature | |
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| Student Response to Groups | |
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| How to Make Groups Work | |
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| Model Functional Groups | |
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| Provide Structure and Incentive | |
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| Help Students Find Their Own Structure | |
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| What About the Kid Who Doesn't Buy Into Group Work? | |
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| Timing | |
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| Writing Groups | |
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| Literature Groups | |
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| Conclusions | |
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| Suggested Reading | |
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| Epilogue - Why Teachers Coach | |
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| References | |
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| Index | |