Yekaterina McKenney offers a plea to writing teachers: Don't emphasize the conventions of writing, the regurgitation of facts, and correct spelling and grammar over the generation of ideas and the creativity of storytelling. She offers up fresh ideas and suggestions about how to make writing meaningful and personal for student writers--from…

The purpose of this study was to build on the Nebraska study by conducting a national survey of Teachers of Students with Visual Impairments (TSVIs). The survey included questions about teacher preparation, beliefs about their role in supporting writing, the modes they report using with students, and the proportion of writing practices they use…

How do teachers identify the potential for greater depth writing and encourage children to meet their full potential? This book was created by people who are not only passionate about primary education, but who are also leading experts in their own particular areas. They have made use of their wide experience to offer practical guidance on greater…

Epideictic rhetoric reifies and reshapes the shared values of a community, and in this article, I reread William E. Coles Jr.'s "The Plural I" as showing forth a classroom built upon epideictic rhetoric, his own epideictic pedagogy asking that teachers of writing engage student work not expecting to be persuaded but as observers of…

This article argues that writing teachers should allow, and even encourage, students to code-mesh in community college classrooms. By looking at and analyzing code-meshed writing produced by three students in an English 101 class, the author argues that code-meshing provides students with both a craft-wise approach to writing and a way to address…

In this article, we detail our findings from a case study of three instructors as they newly implemented service-learning pedagogies into their first year writing classes. Drawing on the instructors' perspectives as part of a larger programmatic assessment, we demonstrate that a service-learning curriculum can broadly foster learning outcomes for…

This program profile describes how teachers and administrators have collaborated in the design and implementation of a number of linguistic, cultural, and transmodal pedagogical and curricular initiatives. Strategies that writing teachers can implement to best meet the needs of multilingual students across a range of institutional contexts are…

In the course overview, the authors state that this course prepares those who enroll to teach Stretch and Studio Composition at the University of New Mexico by introducing relevant theory and pedagogy in the areas of basic writing, multilingual writing, metacognition, and reading instruction. While the English 537: Teaching Composition Practicum…

In the field of rhetoric and composition, literacy narratives are sometimes framed through the idea of "inventing the university"; this, unfortunately, creates a trope of literacy as success. I argue that the success trope limits student expression of "outlaw" emotions in literacy narratives--like loss, pain, and anxiety--and…

There is empirical evidence that teachers' beliefs affect their instructional decisions. Research investigating teachers' beliefs is vast as is research on the effectiveness of written corrective feedback (WCF). However, how teachers' beliefs influence their WCF practices has received little attention. The purpose of this study is to explore…

This article shares two National Writing Project Teacher Consultants' interest in examining student engagement in writing flash fiction using mentor texts. Our two-week unit centered on two high school freshmen classes (one class identified as "at-risk" and another class identified as "college prep"), and we found the use…

This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what…

English 341: Advanced Composition for Teachers is a three-credit undergraduate course for pre-service educators at Francis Marion University, a mid-size public university located in northeast South Carolina. According to the university catalog, students enrolled in English 341 "explore connections among writing, teaching, and learning as they…

Initially designed to be an interdisciplinary experiment that would change attitudes about mathematics, the semester-long collaboration between a writing instructor and a mathematics instructor yielded unexpected long-term results. The collaboration served as an immersion in methods and techniques used by writing instructors. Description of…

While writing pedagogy instructors assign their students a range of writing tasks, often as central or repeated features of the course, a crucial question has not yet been addressed: does it matter what new teachers write? If pedagogy students are being assigned writing in part to further develop their attitudes and practices related to teaching…