| Description |
xviii, 332 pages : illustrations ; 24 cm |
| Contents |
Section one -- Sense and sensibility in the Donald Graves writing curriculum : An exploration, a remembering, and a plea -- Writing as process -- Understanding writing and its relationship to reading -- A conversation with Ralph Fletcher: Writer and teacher of writing -- Exploring teachers' identity positions as teacher-writers and writer-teachers in the classroom -- The contribution of genre theory to literacy education in Australia -- Drawing + talk = powerful insights for teachers of writing -- Section two -- Imaginative children's literature, educational drama and creative writing -- 'I hope my writing will change your opinion': A critique of disciplinary writing instruction in a grade six classroom -- Learning to write: Analysing writing samples as part of considering how children become writers -- Two first-graders intentionally become better writers -- Teachers-as-writers: Writing information texts in English and vernacular -- Berry School book club: Engaging readers and writers -- Developing writing and writers - whole school approaches -- The writing process as it plays out in the writing workshop -- Section three -- Writing practices today and in the future: Multimodal and creative text composition in the 21st century -- Curriculum literacies: Accessing disciplinary discourses -- Examining the writing process for digital literary text construction -- Race, the senses, and the materials of writing and literacy practices -- English language learners, multimodality, multilingualism and writing |
| Summary |
Donald Gravesâ visit to Australia in 1980 was the catalyst for ongoing work in the area of process writing. In this book 33 chapter authors from Australia, Fiji, New Zealand, the United Kingdom and the United States share effective and empowering writing pedagogy â some reflecting back on much of the good thinking that has happened over the past 40 years, others looking specifically at the new times marked by phenomena such as digital literacies, multimodal texts and children as online authors. [Publisher website] |
| Analysis |
Australia |
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Australian |
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Fiji |
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New Zealand |
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United Kingdom |
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United States |
| Notes |
Contributors: Mem Fox; R D Walshe; Brian Cranbourne; Ralph Fletcher, Jan Turbill; Teresa Cremin; Beverly Derewianka; Lisa Kervin & Jessica Mantei; Robyn Ewing, Jackie Manuel & Amy Mortimer; Cynthia H Brock, David Caldwell & Lynda R Wiest; Annette Woods; Jane Hansen & Cathy Meaney; Beryl Exley, Wendy Carss & Apolonia Tamata; Jan Turbill, Susan McAuliffe & Brett Sutton; Jo Padgham & Christine Topfer; Christine Topfer & Jo Padgham; Georgina Barton, Julie Arnold & Rebecca Trimble-Roles; Len Unsworth; Kylie Lipscombe, Lisa Kervin & Jessica Mantei; Kathy Mills & Neal Dreamson; Misty Adoniou |
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Includes bibliographical references |
| Bibliography |
Includes bibliographical references |
| Notes |
In English |
| Subject |
Authorship -- Study and teaching (Primary)
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Composition (Language arts)
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Composition (Language arts) -- Study and teaching (Primary)
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Composition (Language arts) -- Study and teaching -- Periodicals.
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Composition (Language arts) -- Study and teaching.
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English language -- Composition and exercises -- Study and teaching.
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English language -- Writing -- Study and teaching (Primary)
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English language -- Writing -- Study and teaching -- Periodicals.
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English language -- Writing -- Study and teaching.
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Penmanship.
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| Genre/Form |
Periodicals.
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| Author |
Barton, Georgina, editor
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Brock, Cynthia H., editor
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Turbill, Jan, editor
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Australian Literacy Educators' Association, issuing body
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| ISBN |
9780977546855 |
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