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The authors present the experiences of Wyatt, a nine-year-old whose mother described him as a struggling writer, in a summer digital writing camp. The authors consider how Wyatt was positioned as a writer at camp and how this may have differed from his experiences at school. They found that for Wyatt, being able to compose with digital tools along with the freedom to collaborate with peers and the autonomy to have choice over his writing helped him see himself as a writer and have positive experiences with writing.

Part of a series designed to provide practical ideas parents can use to help children become readers, this booklet focuses on how parents can encourage their children to read and write. The booklet describes how individuals learn to use language; discusses how to encourage the use of language; urges parents to build positive attitudes toward reading, writing, and speaking by praising the child's efforts and leaving correction for the classroom; suggests ways to demonstrate the purposes of reading, writing, and speaking; and encourages making books readily available to children, describing children's needs from birth to age 12 and including some book suggestions to meet these needs. A short list of recommended reading for parents and a list of resources available from the International Reading Association conclude the booklet. (SR)

Part of a series designed to provide practical ideas parents can use to help children become readers, this booklet focuses on how parents can encourage their children to read and write. The booklet describes how individuals learn to use language; discusses how to encourage the use of language; urges parents to build positive attitudes toward reading, writing, and speaking by praising the child's efforts and leaving correction for the classroom; suggests ways to demonstrate the purposes of reading, writing, and speaking; and encourages making books readily available to children, describing children's needs from birth to age 12 and including some book suggestions to meet these needs. A short list of recommended reading for parents and a list of resources available from the International Reading Association conclude the booklet. (SR)

Part of a series designed to provide practical ideas parents can use to help children become readers, this booklet focuses on how parents can encourage their children to read and write. The booklet describes how individuals learn to use language; discusses how to encourage the use of language; urges parents to build positive attitudes toward reading, writing, and speaking by praising the child's efforts and leaving correction for the classroom; suggests ways to demonstrate the purposes of reading, writing, and speaking; and encourages making books readily available to children, describing children's needs from birth to age 12 and including some book suggestions to meet these needs. A short list of recommended reading for parents and a list of resources available from the International Reading Association conclude the booklet. (SR)

Part of a series designed to provide practical ideas parents can use to help children become readers, this booklet focuses on how parents can encourage their children to read and write. The booklet describes how individuals learn to use language; discusses how to encourage the use of language; urges parents to build positive attitudes toward reading, writing, and speaking by praising the child's efforts and leaving correction for the classroom; suggests ways to demonstrate the purposes of reading, writing, and speaking; and encourages making books readily available to children, describing children's needs from birth to age 12 and including some book suggestions to meet these needs. A short list of recommended reading for parents and a list of resources available from the International Reading Association conclude the booklet. (SR)

Part of a series designed to provide practical ideas parents can use to help children become readers, this booklet focuses on how parents can encourage their children to read and write. The booklet describes how individuals learn to use language; discusses how to encourage the use of language; urges parents to build positive attitudes toward reading, writing, and speaking by praising the child's efforts and leaving correction for the classroom; suggests ways to demonstrate the purposes of reading, writing, and speaking; and encourages making books readily available to children, describing children's needs from birth to age 12 and including some book suggestions to meet these needs. A short list of recommended reading for parents and a list of resources available from the International Reading Association conclude the booklet. (SR)

Part of a series designed to provide practical ideas parents can use to help children become readers, this booklet focuses on how parents can encourage their children to read and write. The booklet describes how individuals learn to use language; discusses how to encourage the use of language; urges parents to build positive attitudes toward reading, writing, and speaking by praising the child's efforts and leaving correction for the classroom; suggests ways to demonstrate the purposes of reading, writing, and speaking; and encourages making books readily available to children, describing children's needs from birth to age 12 and including some book suggestions to meet these needs. A short list of recommended reading for parents and a list of resources available from the International Reading Association conclude the booklet. (SR)

Part of a series designed to provide practical ideas parents can use to help children become readers, this booklet focuses on how parents can encourage their children to read and write. The booklet describes how individuals learn to use language; discusses how to encourage the use of language; urges parents to build positive attitudes toward reading, writing, and speaking by praising the child's efforts and leaving correction for the classroom; suggests ways to demonstrate the purposes of reading, writing, and speaking; and encourages making books readily available to children, describing children's needs from birth to age 12 and including some book suggestions to meet these needs. A short list of recommended reading for parents and a list of resources available from the International Reading Association conclude the booklet. (SR)

Includes bibliographical references (p. [299]-300) and index

Includes bibliographical references (p. [299]-300) and index

Includes bibliographical references (p. [299]-300) and index

Includes bibliographical references (p. [299]-300) and index

Includes bibliographical references (p. [299]-300) and index

Includes bibliographical references (p. [299]-300) and index

Includes bibliographical references (p. [299]-300) and index

Includes bibliographical references (p. [299]-300) and index

India has the second largest population of any country in the world — yet it has only 50 decent bookstores, says publisher Chiki Sarkar. So she asked herself: How do we get more people reading books? Find out how Sarkar is tapping into India's smartphone revolution to create a new generation of readers and writers in this fun talk about a fresh kind of storytelling.

A key component of good writing is the use of critical thinking skills. Without deeper levels of reflection and thinking, writing becomes superficial, less interesting, and harder to follow. Too many essays do not reflect the use of critical thinking. This paper examines the effects of the Jane Schaffer method and the degree to which it has improved writing skills and critical thinking in my students. The sample consists of two classes of eighth grade students' written response to literature essays. In looking at this widely used method of teaching essay writing, the paper evaluates strengths and weaknesses of the different strategies of writing insofar as how they create better, reflective thinkers. The research sought to determine how well students were able to create a thesis for a paper, and if they could create three topic sentences that support their thesis. Results indicated that students need more practice writing and more instruction in using critical thinking skills.

A key component of good writing is the use of critical thinking skills. Without deeper levels of reflection and thinking, writing becomes superficial, less interesting, and harder to follow. Too many essays do not reflect the use of critical thinking. This paper examines the effects of the Jane Schaffer method and the degree to which it has improved writing skills and critical thinking in my students. The sample consists of two classes of eighth grade students' written response to literature essays. In looking at this widely used method of teaching essay writing, the paper evaluates strengths and weaknesses of the different strategies of writing insofar as how they create better, reflective thinkers. The research sought to determine how well students were able to create a thesis for a paper, and if they could create three topic sentences that support their thesis. Results indicated that students need more practice writing and more instruction in using critical thinking skills.

A key component of good writing is the use of critical thinking skills. Without deeper levels of reflection and thinking, writing becomes superficial, less interesting, and harder to follow. Too many essays do not reflect the use of critical thinking. This paper examines the effects of the Jane Schaffer method and the degree to which it has improved writing skills and critical thinking in my students. The sample consists of two classes of eighth grade students' written response to literature essays. In looking at this widely used method of teaching essay writing, the paper evaluates strengths and weaknesses of the different strategies of writing insofar as how they create better, reflective thinkers. The research sought to determine how well students were able to create a thesis for a paper, and if they could create three topic sentences that support their thesis. Results indicated that students need more practice writing and more instruction in using critical thinking skills.

Includes bibliographical references (p. 273-280) and index

Includes bibliographical references (p. 273-280) and index

This magazine contains literary pieces/writings by 31 new writers in the southeastern United States. The works span a broad range of topics: remembering times past, reflections on special people, social concerns, family life, and work. Authors' comments or autobiographical notes and photographs accompany the pieces. Titles include the following: "A Serious Accident,""My Early Memories,""Work,""How Things Were When I Was Small,""People,""Life,""A Life Time Dream,""My Trip,""A Story about My Dad,""Little Grandson,""Bluffing Your Way through Life,""Sunday Morning Breakfast,""Summer in the Country,""My Grandfather,""The Story of Sandy Brooks,""Mama,""Loving You,""Dinner at Church,""In the Late 30's and Early 40's,""Hog Hunting,""Listen,""Aunt Emma,""A Beautiful Woman,""Hard Times,""My People,""Hope,""Making Mud Pies,""Big Sister,""My Goals,""Grandmother,""Memories of 1964,""Time Line,""The Garden,""Memorable Moments," and "What Is Stress?""How To Use Student Writing in the Classroom" (Jereann King) follows the pieces and offers suggestions for the literacy class, office waiting rooms, libraries, and other community settings. Biographical notes of those literacy students who participated on the advisory editorial board are appended. (YLB)

Teachers can create talented writers in their classrooms by designing a course in which students are given the tools and the techniques they need to develop their talents. Writers need (1) an overview of the writing processes, which includes choices about language purposes, register (such as formal, informal, or casual), patterns of organization, methods of development, topic sentence placement, patterns of sentences, and transitions and unifiers; (2) a planning device, such as a planning bank, which allows the writer to keep track of the choices and the resultant text on a single page; and (3) an evaluation guide, which provides specific criteria for evaluating the work in all stages of development. In addition, teachers can create assignments that require writers to accomplish real communication purposes, adopt various roles as writers, and appeal to different levels of audience. They can also ask students to use a number of patterns of communication as whole-work organizers and to write a number of sentence forms to accomplish different purposes within works. (EL)

Teachers can create talented writers in their classrooms by designing a course in which students are given the tools and the techniques they need to develop their talents. Writers need (1) an overview of the writing processes, which includes choices about language purposes, register (such as formal, informal, or casual), patterns of organization, methods of development, topic sentence placement, patterns of sentences, and transitions and unifiers; (2) a planning device, such as a planning bank, which allows the writer to keep track of the choices and the resultant text on a single page; and (3) an evaluation guide, which provides specific criteria for evaluating the work in all stages of development. In addition, teachers can create assignments that require writers to accomplish real communication purposes, adopt various roles as writers, and appeal to different levels of audience. They can also ask students to use a number of patterns of communication as whole-work organizers and to write a number of sentence forms to accomplish different purposes within works. (EL)

Teachers can create talented writers in their classrooms by designing a course in which students are given the tools and the techniques they need to develop their talents. Writers need (1) an overview of the writing processes, which includes choices about language purposes, register (such as formal, informal, or casual), patterns of organization, methods of development, topic sentence placement, patterns of sentences, and transitions and unifiers; (2) a planning device, such as a planning bank, which allows the writer to keep track of the choices and the resultant text on a single page; and (3) an evaluation guide, which provides specific criteria for evaluating the work in all stages of development. In addition, teachers can create assignments that require writers to accomplish real communication purposes, adopt various roles as writers, and appeal to different levels of audience. They can also ask students to use a number of patterns of communication as whole-work organizers and to write a number of sentence forms to accomplish different purposes within works. (EL)