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Tag Archives: Writing Instruction
Decision Fatigue
I teach in an inner-city school and work with students who have a variety of disabilities including specific learning disabilities, autism, behavior disorders, and many other labels. My students are smart and capable, but they’re not always able to display … Continue reading →
Routine Argument Writing Practices: Using Images to Spark Conversation
Students enter my classroom, milling about as they retrieve their writing journals from the bin, and make their way to their seats. While a few glance at the image projected on the screen at the front of the room, most … Continue reading →
“Show and Tell” Using Peer Templates to Teach an Argument Move
My high school juniors sit, gazing at their Chromebook screens as they think about my challenge to “extend” their evidence. I can see and feel the tension, so I know it’s time for “Show and Tell.” Extending is one of … Continue reading →
He Said, “Yes”: President Davies Visits Pre-Service English Teachers to Discuss Writing OR A President Who Is a Writer, Part 2
On November 30, 2018, President Davies accepted an invitation to the final exam session of ENG 319: Composition Methods at Central Michigan University. The purpose of the visit was to talk about the urgent message he had sent to the … Continue reading →
To Grade Rough Drafts or Not to Grade Them: One Teacher’s Journey
To grade rough drafts or not to grade them: that is the question I’ve wrestled with recently in my English teaching. Writing takes so much time to assess, especially when teaching the writing process and requesting that students revise multiple … Continue reading →