Filled with examples from across the grades and the voices of students and teachers, this book continues to be a practical and influential resource for the English Language Arts classroom.
Judith A. Langer is an internationally known scholar in literacy learning and Distinguished Professor at the University at Albany, State University of New York. She is the author of Getting to Excellent: How to Create Better Schools.
“[Judith Langer] pioneered the changes in the way we define the English/Language Arts curriculum.”
—English Journal (reviewing the first edition)
“Rich with narratives, Envisioning Literature provides both strong theory about teaching literature and real examples that provide a context for change….Important reading for teachers, staff development trainers, policy analysts, and reading program administrators.”
—Reading Today (reviewing the first edition)
Book Features:A detailed presentation of successful writing instruction in all four core subject areas.Examples of writing activities that comply with the Common Core Standards.A checklist and discussion questions for the classroom and professional development.
Arthur N. Applebee is a Distinguished Professor in the School of Education, University at Albany, State University of New York and Director of the Center on English Learning and Achievement. Judith A. Langer is the Vincent O’Leary Distinguished Professor at the University at Albany and the author of Envisioning Literature, now in its Second Edition, and Envisioning Knowledge.
“Concerned about your students' writing skills? Worried about how to prepare them for new performance assessments? In search of ideas for re-conceiving the teaching of writing on your campus? You have come to the right place. Writing Instruction that Works details and analyzes the state of writing in America's schools and offers a vision for how writing could and should be taught. For me, ArthurApplebeeand Judith Langer's book is a call to action. Read it today. Buy a copy for every educator you know.”
—Carol Jago, past president, National Council of Teachers of English, associate director, California Reading and Literature Project, UCLA
“In Writing Instruction that Works, Arthur Applebee and Judith Langer do as they have always done: offer us a compelling, coherent, and much-needed vision of what effective middle and high school writing instruction looks like in all content areas, anchoring their insights, recommendations, and claims in their extensive research in the classrooms of real teachers throughout the country. This book serves as a guide for what we must do to teach writing well and how we can do that in our schools, departments, and individual classrooms despite the many challenges we face. It is a book that traces our progress, identifies our problems, reminds us what is possible while revealing the ways we might achieve these ambitious and very important goals. If I had to recommend one book to a teacher, administrator, or professor to read about improving the teaching of writing in all content areas, this would be that book.”
—Jim Burke, bestselling author of The English Teacher’s Companion and What’s the Big Idea?
Michael Neal is an assistant professor in the English Department at Florida State University
“The stress of external pressures on the assessment of student compositions, writing programs, and educational institutions has, in far too many cases, resulted in a painful misalignment of our work as educators.In his provocative book, Michael Neal notes that teaching writing and assessing writing are inextricably linked to one another."
—From the Foreword by Janet Swenson, Associate Dean, College of Arts and Letters, Michigan State University
“Grounding his inquiry in stories and humor, Michael Neal presents a lucid exploration of how technologies and assessments illuminate and shape each other. Remarkably, Neal blends a robust command of relevant theories with a deep reverence for the nuanced complexities of actual students and teachers working in specific learning contexts.”
—Bob Broad, professor of English, Illinois State University
“The authors have provided a rich description of what literacy coaches actually do as they work daily with teachers. Each chapter is soundly grounded in the research literature but goes beyond it to provide many practical examples.”
—From the Foreword by Gay Su Pinnell, The Ohio State University
“The authors deal deftly with key aspects of coaching that characterize successful coaches and for which even the most knowledgeable literacy coaches are often ill-prepared. An excellent resource for anyone whose responsibilities sometimes include the role of coach.”
—Dorothy S. Strickland, Rutgers, the State University of New Jersey
This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song.
Additional contributors: Marta Adair, Diane L. Asay, Sharon R. Gray, Sirpa Grierson, Scott Hendrickson, Steven L. Shumway, Geoffrey A. Wright
Roni Jo Draperis an associate professor in the Department of Teacher Education in the David O. McKay School of Education.Paul Broomheadis associate professor and coordinator of the Music Education Division in the School of Music.Amy Petersen Jensenis an associate professor in the College of Fine Arts and Communications.Jeffery D. Nokesis an assistant professor in the History Department.Daniel Siebertis an associate professor in the Department of Mathematics Education. All editors are at Brigham Young University, Utah.
“This is a must-read for educators engaged in professional development efforts aimed at improving students’ learning across the content areas. The editors and chapter authors are to be applauded for taking up the call to place content-area literacy squarely in the disciplines.”
—From the Foreword byThomas W. Bean, University of Nevada, Las Vegas
“A great tool for developing disciplinary literacy.”
—Douglas Fisher, San Diego State University
“Draper and her colleagues successfully convey the complex and subject-specific nature of effective content area literacy instruction. This book reminds us in refreshing ways that there is more to effective reading than decoding and prior knowledge.”
—George G. Hruby, Executive Director, Collaborative Center for Literacy Development, University of Kentucky
“From its grounding in inquiry and collaboration, to its contemporary views of literacy and text, this book is an important response to recent calls to redress century-old recommendations for teaching reading. It is exciting to recommend(Re)ImaginingContent-Area Literacy Instructionfor any course or in-service project with a focus on content-area literacy instruction.”
—Kathleen Hinchman, Syracuse University, School of Education
Book Features:Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year.A user-friendly, interactive layout designed for new teachers who are pressed for time.Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization. A companion website with additional examples, activities, and course material.
“Real talk. Real classrooms. Real students. The authors of Inspiring Dialogue have given teacher education programs a tool for introducing dialogic teaching in culturally and linguistically diverse classrooms while meeting Common Core State Standards objectives.”
—Maisha T. Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin–Madison, author of Girl Time: Literacy, Justice and the School-to-Prison Pipeline
“Inspiring Dialogue covers a comprehensive and practical set of tools and strategies for implementing dialogic instruction. . . . It is a program that has been fully tested at Michigan State University in one of the most thorough and carefully crafted teacher education programs nationally.”
—From the Foreword by Martin Nystrand, professor emeritus, University of Wisconsin–Madison
“One of the most exciting aspects of English language arts is the discussion that can occur in the classroom. For many teachers, however, it is often a struggle to structure and implement real dialogue. Inspiring Dialogue provides specific guidance to encourage authentic conversations between teachers and students with practical advice for implementation.”
—Leila Christenbury Chair, Department of Teaching and Learning, Commonwealth Professor, English Education, School of Education, Virginia Commonwealth University
Mary M. Juzwik is associate professor of language and literacy in the Department of Teacher Education at Michigan State University (MSU), and co-editor of the journal Research in the Teaching of English. Carlin Borsheim-Black is assistant professor of English language and literature at Central Michigan University (CMU). Samantha Caughlan is an assistant professor of English education in the Department of Teacher Education at MSU. Anne Heintz is an adjunct professor in the Master of Arts in Educational Technology program at MSU.