This document provides a clear foundation for all teachers of writing. WriterKey supports each of the beliefs both in the formative process described and in the challenges that must be met by both teacher and learner. The underlying belief in the capacity of teachers to improve student writing in critical. Access this belief statement HERE
Article by the Writing Study Group of the NCTE Executive Committee, November 2004
In this book, Kelly Gallagher argues convincingly that the role of the writing teacher must evovle to meet the demands of today's students. Consistent with WriterKey, the author suggests how to be more effective in giving feedback to students. He also distinguishes between craft and editing and how teachers should teach and provide feedback to students. We think this book is indespensible to today's thoughtful writing teacher.
You can find more about this book: here at Amazon
Search: Kelly Gallagher for more information on his ideas.
Teachers rely on a combination of written comments and conferences to provide feedback and guidance with student work-in-progress, but White conducted reasearch to challenge the productiveness of this effort. Finding included that written comments make it too easy to mark every element that needs work rather than highlight a few key points for the student to focus on. Teachers often struggled to limit comments and to avoid overloading students and making feedback ineffective, as this research other composition studies show. Students get overwhelmed by extensive comments
White, Edward M. 2006. Assigning, Responding, Evaluating: A Writing Teacher’s Guide. Boston: Bedford/St. Martin’s.