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The Dynamics of Writing Instruction: A Structured Process Approach for Middle and High School
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無庫存,下單後進貨(採購期約45個工作天)

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As graduate students, Smagorinsky (U. of Georgia), Johannessen (1947-2009) and McCann (both Northern Illinois U.), and Illinois secondary teacher Kahn all studied under George Hillocks, Jr., at the U. of Chicago. Drawing upon 130 combined years of experience as teachers, district administrators, and university faculty, they present 6-12th grade classroom teachers a practical, research-based guide to an alternative approach to writing instruction--offering flexibility and possibilities rather than formulas and rules. Readers first consider possible ways to teach writing, and reflect on their assumptions about teaching writing. The authors then outline the structured process approach based on utilization of Hillocks' principles in their own teaching. They apply this instructional approach to traditional types of writing--personal and fictional narratives; argumentation and comparison/contrast essays; research reports--and conclude by outlining a comprehensive grades 6-12 writing/literature curriculum using the structured process approach to conceptualize writing instruction in the long and broad term. Annotation c2011 Book News, Inc., Portland, OR (booknews.com)
Peter Smagorinsky is the coauthor of The Dynamics of Writing Instruction (2010) and author of Teaching English by Design (2007). Peter taught high school English from 1976 to 1990 in public schools outside Chicago and now teaches in the program in English Education at The University of Georgia. In 2007 he was presented with the UGA Graduate School Outstanding Mentoring Award in Humanities and Fine and Applied Arts. Peter is the author or coauthor of numerous books and articles, including the Heinemann title Reflective Teaching, Reflective Learning, which he coedited in 2006.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.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.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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