Looking to capture the attention of adolescents’ in the classroom? In Using Technology to Improve Adolescent Writing, Stephens and Ballast guide teachers in successfully implementing technology for writing across the curriculum while helping adolescents’ develop life-long writing skills. Outlined are four frames of writing: inside, responsive, purposeful, and social action. The student-centered, inquiry-based model connects real-world online writing with content area standards in reading and writing to help teachers teach every student to write in- and out- of school!
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“The material covered in the text is accurate and reflects current thinking and appropriate research in the field.”
-Dr. Heather E. Bruce, U. Montana, Department of English Language Arts, Missoula, MT
“It is easy to read and understand, practical and usable. There is a glossary, bibliographical information and references, discussion questions and acronym information in each chapter. I will not only use these examples but be happy to recommend this publication to my colleagues on all levels of teaching. How refreshing”
-Dianne Tkach,Adjunct Professor, U. Vermont, Department of Continuing Education, Burlington, VT
From the Back Cover
Liz Stephens and Kerry Ballast
Using Technology to Improve Adolescent Writing:
Digital Make-Overs for Writing Lessons
Are you a middle or high school teacher who would like to captivate the interest of your adolescents?
Then Using Technology to Improve Adolescent Writing is your answer! In this new book, Liz Stephens and Kerry Ballast guide teachers in successfully implementing technology for writing across the curriculum while helping adolescents develop life-long writing skills. In their book, the authors outline four frames of writing: inside, responsive, purposeful, and social action. The student-centered, inquiry-based model connects real-world online writing with content area standards in reading and writing to help teachers teach every student to write in and out of school.
“The material covered in the text is accurate and reflects current thinking and appropriate research in the field.”
-Dr. Heather E. Bruce, U. Montana, Department of English Language Arts, Missoula, MT
“It is easy to read and understand, practical and usable. There is a glossary, bibliographical information and references, discussion questions and acronym information in each chapter. I will not only use these examples but be happy to recommend this publication to my colleagues on all levels of teaching. How refreshing”
-Dianne Tkach,Adjunct Professor, U. Vermont, Department of Continuing Education, Burlington, VT
Liz Campbell Stephens teaches graduate courses in Educational Technology and is Director of the Office of Educator Preparation at Texas State University-San Marcos. She serves on the National Writing Project's Board of Directors and was Director of the Central Texas Writing Project for 11 years. She co-authored Technology, Reading, and Language Arts and has written numerous chapters and papers on technology and literacy. Liz is former high school English teacher and brings that experience to her work as a teacher educator, federal programs director, and consultant. Her research has centered on literacy, technology, and teacher education.
Kerry Ballast is a Teacher Consultant for the Central Texas Writing Project and a secondary English language arts teacher with 14 years classroom experience. She has worked with students in grades 6-12 to explore various forms of writing, both traditional and digital.
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