Revisiting the Grammar Paradox (i.e., you have to teach it but you're not supposed to)

Grammar research is very uneven and made worse by the language being muddied b/t teachers, theorists, and linguists. Teasing it apart it becomes clear that both reading and writing must be used to teach grammar in context„and that at some point, grammar terms will have to be overtly taught.

Metaphorical Character Analysis

Four activities to help students analyze characters in literature. Activities range from gathering known information to answering metaphorical questions involving deep structure thinking about characters. Students are able to write about their characters in a way that makes them come alive.

The Art of Science Writing

Focuses on writing to learn and demonstrates that writing can be used in the content areas as a way to enhance student learning and make connections with other subjects, personal experience, and developing writing skills.

Using Writing Strategies to Increase Reading Comprehension: An Ongoing Inquiry

Focuses on writing before, during, and after reading strategies as a means of enhancing student comprehension and retention of text. (Strategies: Anticipation guide, Quick Write, followed by sharing, Predictions, Marking text with post-its or highlighter and sharing, Dialectical journals, notetaking, Questioning (QAR)

Using Their Minds Well: Authentic Writing to Learn in the Social Studies

Focuses on using writing to learn strategies in the social studies as students work on academic tasks with authentic purposes. Students not only write and reflect on the ideas of others, they begin to develop their own ideas. The natural extension for that original thought is for students to contribute to a broader community of ideas, outside the regular classroom. When they write for wider audiences, they think less about the grade and more about the development and clarity of their written expression.