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Writing as Learning
A Content-Based Approach

Second Edition


December 2006 | 256 pages | Corwin
Writing as Learning: A Content-Based Approach, Second Edition offers teachers twelve easy-to-use strategies for engaging students in writing about subject area content. Based on the authors' extensive work with learners at all levels, the strategies help students gain a deep understanding of concepts, build a rich vocabulary, and develop organized thinking processes.

This resource provides step-by-step guidance for implementing each strategy and includes examples illustrating how to use the strategies for different ages and subject areas. The revised edition includes:

· Updated references to research

· Expanded discussion of writing as a learning process

· New writing activities based on the strategies

· More tips and suggestions for implementing the strategies.

 
Preface to the Second Edition
 
Publisher’s Acknowledgments
 
About the Authors
 
Introduction
 
1. The Elements of Writing as Learning: Strategies, Genres, Topics, and Tools
 
2. Building Vocabulary With Taxonomies
 
3. Composing With Keywords
 
4. Metacognition
 
5. Defining Format
 
6. Morphology, Etymology, and Grammar
 
7. Profiles and Frames
 
8. Who’s Who
 
9. Reasons, Causes, Results
 
10. Where in the World
 
11. Premises, Premises
 
12. Quotable Quotes
 
13. Personifications and Interactions
 
14. Writing as Editing
 
15. Writing—A Curriculum Unifier: A Goal for Every Student
 
Bibliography
 
Index

"Offers an organized set of strategies for creating a 'continuous learning through writing' program for teachers and their students."

Kimberley Gomez, Assistant Professor of Curriculum and Instruction
University of Illinois, Chicago

"The strategies are clearly explained and include samples of student work. They can be implemented easily by preservice teachers as well as seasoned teachers."

Susan D’Angelo, Fifth-Grade Gifted Education Teacher
Pineview School for the Gifted, Osprey, Florida

Andrew S. Rothstein

Andrew S. Rothstein has had a distinguished career as a teacher, administrator, and researcher. His diverse and enriching experiences in international schools, special education, public schools, and consulting have given him a broad perspective of the contexts in which children learn. As an author and presenter, he has achieved wide acclaim for his work in improving school performance by focusing on improving instruction and its supervision. His work in integrating many subject areas through writing has been highly effective in improving test scores in districts across the country. As principal, Rothstein led site-based improvements that... More About Author

Evelyn B. Rothstein

Evelyn Rothstein has been an educational consultant specializing in teaching writing across the curriculum for the past twenty years. With a background in classroom teaching and a specialization in linguistics and language development, she has trained teachers and implemented her strategy-based Writing As Learning and Write for Mathematics programs in hundreds of schools and school districts throughout the United States. She is the author of numerous books and articles, including Writing as Learning and Write for Mathematics. Rothstein is a graduate of the City University of New York and Teachers College, Columbia University with degrees... More About Author

Gerald Lauber

Dr. Gerald Lauber, currently Chief Operating Officer of the National Urban Alliance previously served as superintendent in three New York State school districts, where he initiated programs to meet the needs of diverse student populations while stabilizing long-range fiscal plans. Under his administration, state-of-the-art computer assisted instructional programs, as well as innovative writing and mathematics programs were put into place. As President and CEO of Purewater Sciences and Melric Technologies he developed a corporate perspective on what schools must provide to prepare children for success in the workplace and the world in which... More About Author

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