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Teaching the Neglected "R": Rethinking Writing Instruction in Secondary Classrooms

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ISBN-13: 978-0325009872
ISBN-10: 0325009872
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Editorial Reviews

About the Author

Thomas Newkirk's most recent books with Heinemann are The Art of Slow Reading (2011), Holding Onto Good Ideas in a Time of Bad Ones (2009) and Teaching the Neglected "R" (2007, coedited with Richard Kent). His Misreading Masculinity (2004) was cited by Instructor Magazine as one of the most significant books for teachers in the past decade. A former teacher of at-risk high school students in Boston, Tom is Professor of English at the University of New Hampshire, the former director of its freshman English program, and the director and founder of its New Hampshire Literacy Institutes. He has studied literacy learning at a variety of educational levels - from preschool to college. His other Heinemann and Boynton/Cook titles include the NCTE David H. Russell Award winning Performance of Self in Student Writing (Boynton/Cook, 1997), Taking Stock: The Writing Process Movement in the 90s (Boynton/Cook, 1994, coedited with Lad Tobin), and Nuts & Bolts: A Practical Guide to Teaching College Composition (Boynton/Cook, 1993). In addition, Tom is coeditor (with Penny Kittle) of Children Want to Write, which is a collection of Donald Graves' most significant writings paired with recovered videotapes that illuminate his research and his inspiring work with children and teachers, and coeditor (with Lisa Miller) of The Essential Don Murray, which gathers the most important insights about writing and teaching writing from "America's Greatest Writing Teacher." Thomas Newkirk has been named the 2010 recipient of the Gary Lindberg Award for his outstanding contributions as a faculty member of the University of New Hampshire. Read the Award Announcement »

Richard Kent coedited the Heinemann title Teaching the Neglected "R" (2007, with Thomas Newkirk) and authored Beyond Room 109 (2000) and Room 109 (1997). He is the director of the Maine Writing Project, a site of the National Writing Project, and an assistant professor of literacy at The University of Maine. Along with his books on writing, portfolios, and independent-study projects for secondary students, Rich has written A Guide to Creating Student-Staffed Writing Centers, 6 - 12 (2006).

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Product Details

  • Paperback: 296 pages
  • Publisher: Heinemann (October 1, 2007)
  • Language: English
  • ISBN-10: 0325009872
  • ISBN-13: 978-0325009872
  • Product Dimensions: 7.4 x 0.6 x 9.3 inches
  • Shipping Weight: 8 ounces (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #513,552 in Books (See Top 100 in Books)

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4 of 6 people found the following review helpful By Barry Lane on August 26, 2008
Format: Paperback
This is one great collection of practical advice, useful theory and helpful information on how to teach writing in the digital age. With essays by Tom Newkirk, Rich Kent, Nancie Atwell, Jim Burke, Gretchen Bernabei, to name a few this sourcebook is an indispensable aide to both new and veteran english teachers.
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Wow. This book is a real gem. It's a compilation of articles by teachers and professors-kind of a quick look at the best of the best. I grabbed tons of ideas, even little half hour exercises, that I was not previously using, and I got lots of theoretical information as well. These chapters were my favorites: Donald Murray's "Writing before Writing" and Barry Lane's "Twenty-first Century Revision" which had lots of practical ideas. I love Tom Romano's chapter on multi-genre because it takes all the best stuff from his book and recaps it in one chapter. Similarly, Monica Wood's chapter called "Learning from Goldilocks" is a succinct piece on narrative writing-it pares down so much information into a single article, so if you don't want to haul out 10 books on fiction writing, this one chapter gives a great overview and lots of practical application. David Boardman, Lisa Miller, and Sara Kajder get into writing in the digital age (digital storytelling, blogs, podcasting, etc), and while you'd need lots more information to actually use these genres in the classroom, they make impressive arguments for why we should read further and do more. And finally, Richard Kent. Ah, Richard Kent who makes us all feel like we're not doing nearly enough. After reading his chapter, I felt a bit deflated. But I quickly moved on to others who seem a bit more realistic (but, yes, he does have great ideas).

This book is great for one stop shopping. You'll get an intro into so many important topics and then you can always read further in other sources. A definite must have book for all writing teachers.
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