English Leadership Quarterly
English Leadership Quarterly helps department chairs, K–12 supervisors, and other leaders in their roles improving the quality of literacy instruction.
English Leadership Quarterly
Vol. 42, No. 1, August 2019
Bailey Herrmann and Jessica Gallo
The authors argue that instruction in research writing has remained relatively unchanged despite many innovations in writing instruction in general. They believe that research instruction should be ongoing throughout the English language arts curriculum rather than an isolated unit of instruction, that the content of research instruction should stem from students’ inquiries into their own lives and worlds, and that research writing can and should be used as an opportunity for students to be critical activists in their communities.
In this article, the author presents ways of approaching the teaching of writing (especially to writers who are often considered “at risk”) that considers the guiding question: How can we redesign our writing instruction so that it also creates lifelong writers? including research on the critical value of developing writing skills and competencies for success in college and beyond, especially with respect to first-year student writers who are often considered a population at-risk. These strategies for designing writing experience workshops with students are grounded in approaches used with first-year college students but can also be applied to writing instruction at K–12 levels.
Tom Foster and Jori Waldron
The authors believe all students can be successful writers, especially in writing classes. As AP English teachers, they modeled their remedial classroom in much the same way that they teach their AP classrooms: frequently reading and writing shorter pieces. They have developed a curriculum that includes practical approaches for argument, synthesis, analytical, and narrative writings—termed “RAWSelF.” When piloting this curriculum, they were able to transform a class population that had three-fourths of its members on the “D and F list” to a population that had zero failures and almost half of the class not just passing, but passing well. They hope to open conversations about both building confidence in young writers and structuring a strong writing-based curriculum.
Jamie Marsh, Haley Sigler, and Brian Kissel
The authors examine the conditions new K–8 teachers of writing need in order to teach writing effectively. As part of a qualitative research study, they outline five key conditions teachers in their local landscapes said their administrators fostered that helped them implement writing workshop and strengthen their writing instruction. Using these unique voices, the authors hope to inspire school administrators to seek the voices of teachers in their local landscapes in order to better understand the conditions they need to redesign their own writing instruction to meet the demands of today’s learners.
Elaine Simos, editor
Reviews of professional books that illuminate the issue’s call for manuscripts