Writing, Redefined
Broadening Our Ideas of What It Means to Compose
Seiten
2019
Stenhouse Publishers (Verlag)
978-1-62531-275-4 (ISBN)
Stenhouse Publishers (Verlag)
978-1-62531-275-4 (ISBN)
What does it mean to write or to be a writer? In Shawna Coppola’s book Writing, Redefined: Broadening Our Ideas of What It Means to Compose, she challenges the reader to expand beyond standard alphabetic writing and consider alternative forms of composition when assigning writing to students.
What does it mean to write or to be a writer? In Shawna Coppola's book Writing, Redefined: Broadening Our Ideas of What It Means to Compose, she challenges the reader to expand beyond standard alphabetic writing and consider alternative forms of composition when assigning writing to students. This book empowers teachers to change what counts as writing in schools and classrooms, opening the door to students who may not consider themselves to be writers, but should and can. Inside you'll find alternative, engaging writing assignments that are visual, aural, or multimodal that will involve all students, specifically those:
Who prefer to compose using a wider array of forms and modes
For whom standard English is not the norm
Who have been identified as dyslexic
Whose cultural traditions lean heavily towards more aural forms of composition
Who are considered struggling writers
By finding ways to accommodate all styles of writers, students are free to unleash their creativity and share their story with others. While there is no question composition in written form is important and worth of study, broadening our definition of writing expands an enormous range of possibilities for composing for all students.
What does it mean to write or to be a writer? In Shawna Coppola's book Writing, Redefined: Broadening Our Ideas of What It Means to Compose, she challenges the reader to expand beyond standard alphabetic writing and consider alternative forms of composition when assigning writing to students. This book empowers teachers to change what counts as writing in schools and classrooms, opening the door to students who may not consider themselves to be writers, but should and can. Inside you'll find alternative, engaging writing assignments that are visual, aural, or multimodal that will involve all students, specifically those:
Who prefer to compose using a wider array of forms and modes
For whom standard English is not the norm
Who have been identified as dyslexic
Whose cultural traditions lean heavily towards more aural forms of composition
Who are considered struggling writers
By finding ways to accommodate all styles of writers, students are free to unleash their creativity and share their story with others. While there is no question composition in written form is important and worth of study, broadening our definition of writing expands an enormous range of possibilities for composing for all students.
Shawna Coppola has taught in public schools for almost two decades. She currently works as a national literacy consultant and speaker and is a volunteer teacher of 11-17 year-olds at a self-directed learning community in Dover, NH. When she is not teaching, she can be found dabbling with watercolors, writing comics, or exploring the beauty of her natural surroundings alongside her family.
Introduction; Chapter 1: Why “Redefine” Writing?; Chapter 2: Writing Is . . . Visual Composition; Chapter 3: Writing Is . . . Aural Composition; Chapter 4: Writing Is . . . Multimodal Composition; Chapter 5: Writing Is . . . Remixing; Chapter 6: How We Can—and Must—Redefine Writing
| Erscheinungsdatum | 31.12.2019 |
|---|---|
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 272 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-62531-275-X / 162531275X |
| ISBN-13 | 978-1-62531-275-4 / 9781625312754 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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