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Motivating writing in middle school.

Contributor(s): Material type: TextTextLanguage: Spanish Series: Standards consensus seriesPublication details: Urbana, Ill. : National Council of Teachers of English, 1996.Description: xi, 114 p. : ill. ; 29 cmISBN:
  • 0814152872
Subject(s): DDC classification:
  • 428 20
LOC classification:
  • LB 1631 M918 1996
Summary: This book, part of a series which serve as guides for K-12 teachers who are striving to align lively, classroom-tested practices with standards, gathers together brief articles spotlighting suggestions for effective instruction. The organization and the contents of this book on motivating writing suggest an intriguing profile of how middle school teachers are able to channel the interest and energies of their students into good writing. Most notable is the strong emphasis on experiential learning apparent in the first three sections of the book. The topics of the sections in the book include: emphases on artifacts; self-exploration; real-world writing; and peer editing, self-editing, and revision. These topics do not represent philosophical derivatives but rather help in arranging some of the best teacher-selected materials from the National Council of Teachers of English database into a book that explores motivating middle school students to write. (NKA)
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Holdings
Item type Current library Home library Collection Shelving location Call number Copy number Status Date due Barcode
Libro Libro Biblioteca Juan Bosch Biblioteca Juan Bosch Humanidades Automatización y Procesos Técnicos (1er. Piso) LB 1631 M918 1996 (Browse shelf(Opens below)) 1 Available 00000124252

Includes bibliographical references (p. xi).


This book, part of a series which serve as guides for K-12 teachers who are striving to align lively, classroom-tested practices with standards, gathers together brief articles spotlighting suggestions for effective instruction. The organization and the contents of this book on motivating writing suggest an intriguing profile of how middle school teachers are able to channel the interest and energies of their students into good writing. Most notable is the strong emphasis on experiential learning apparent in the first three sections of the book. The topics of the sections in the book include: emphases on artifacts; self-exploration; real-world writing; and peer editing, self-editing, and revision. These topics do not represent philosophical derivatives but rather help in arranging some of the best teacher-selected materials from the National Council of Teachers of English database into a book that explores motivating middle school students to write. (NKA)

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