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GUIDING WRITING PRACTICE AND DEVELOPMENT

SELECTED READINGS

 

Au, K. H.-P., & Raphael, T. E. (2010). Using workshop approaches to support the literacy development of ELLs. In Best practices in ELL instruction. New York: Guilford Press.

Baker, E. A., Leander, K., & Boldt, G. (2013, April 8). Critique of multiliteracies: Still too narrow. Voice of Literacy. Podcast retrieved on 20 May 2015 from http://www.voiceofliteracy.org/posts/51082

Bereiter, C., & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ: Lawerence Erlbaum Associates.

Bracewell, R., & Witte, S. (2008). Implications of practice, activity, and semiotic theory for cognitive constructs of writing. In J. Albright & A. Luke (Eds.), Pierre Bourdieu and literacy education (pp. 299 – 315). London: Routledge.

Chenowyth, N., & Hayes, R. (2003). The inner voice of writing. Writing Communications, 20, 99 – 118.

Cope, B., & Kalazantzis, M. (Eds.). (2000). Multiliteracies: literacy learning and the design of social futures. South Yarra: Macmillan Publishers Australia.

Duranti, A. (1986). The audience as co-author: an introduction. Text, 6(3), 239–247.

D’warte, J. (2014). Exploring linguistic repertoires: multiple language use and multimodel literacy activities in five classrooms. Australian Journal of Language and Literacy, 37(1), 21–30.

Dysthe, O. (1996). The Multivoiced Classroom: Interactions of Writing and Classroom Discourse. Written Communication. doi:10.1177/0741088396013003004

Ewing, R. (1994). What is a functional model of language? PEN, 1–6.

Fish, S. (2011). How to write a sentence: and how to read one. New York: HarperCollins Publishers.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy. Portsmouth: Heinemann.

Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming Recess: Learning the Language of Persuasion. Language Arts, 84(5), 419–430.

Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.

Haas, C. (1996). Writing technology: studies on the materiality of literacy. Mahwah, NJ: Lawrence Erlbaum Associates.

Haas, C., & Witte, S. P. (2001). Writing as an Embodied Practice: The Case of Engineering Standards. Journal of Business and Technical Communication, 15(4), 413–457. doi:10.1177/105065190101500402

Halliday, M. A. K., & Martin, J. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press.

Haneda, M., & Wells, G. (2000). Writing in knowledge building communities. Research in the Teaching of English, 34(3), 430–457.

Hayes, J. R., & Flower, L. (1980). Identifying the Organization of Writing Processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive Processes in Writing. Hillsdale, NJ: Lawrence Erlbaum Associates.

Hemphill, L., & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: new models of teaching, learning and schooling (pp. 173–201). Oxford: Blackwell Publishers.

Hiebert, E. H. (1995). Multiple literacy contexts in classrooms: frameworks, functions and forecasts. In M. Radencich & L. McKay (Eds.), Flexible grouping in the elementary grades. Boston: Allyn & Bacon.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. doi:10.1016/j.jslw.2007.07.005

Justice, L. (2013). Promoting Young Children’s Knowledge about Print: Designing Systematic Early Literacy Interventions. Presented to the University of Washington College of Education. Retrieved on 4 May 2015 from https://youtu.be/jROaG8NtusA

Kevin, L. (2015). Students writing with new technologies: the 2015 Donald Graves Address. PETAA Paper 201. Newtown, NSW: PETAA.

Kissel, B. T., & Miller, E. T. (2015). Reclaiming Power in the Writers’ Workshop: Defending Curricula, Countering Narratives, and Changing Identities in Prekindergarten Classrooms. The Reading Teacher. 69(1), 77-86.

Martin, J. (1999). Mentoring semeogenesis: “Genre-based” literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 123 – 155). London: Cassell.

McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive Writing: How Language & Literacy Come Together, K-2. Portsmouth: Heinemann.

McGinley, W., & Tierney, R. J. (1989). Traversing the topical landscape: reading and writing as ways of knowing. Written Communication, 6(3), 243–269.

McIntyre, E., Hulan, N., & Layne, V. (2011). Writing (pp. 153-176). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.

Nystrand, M. (1983). The role of context in written communication. The Nottingham Linguistic Circular, 12(1), 55–65.

Nystrand, M. (1984). Learning to write by talking about writing: a summary of research on intensive peer review in expository writing instruction at the University of Wisconsin-Madison (pp. 179–211). Madison, WI: Academic Press.

Nystrand, M. (1986a). Reciprocity as a principle of discourse. In The structure of written communication: studies in reciprocity between writers and readers (pp. 39–58). Orlando and London: Academic Press.

Nystrand, M. (1986b). What writers do. In The structure of written communication: studies in reciprocity between writers and readers (pp. 59–79). Orlando and London: Academic Press.

O’Dwyer, B. (2000). Modern English structures: form, function and position. Ontario: Broadview Press.

Olson, C. B. (2010). Teaching Writing: Helping Students Play the Whole Range. In The Reading/Writing Connection: strategies for teaching and learning in the secondary classroom (3rd Edition). Boston: Pearson.

Olson, C. B., Land, R., Anselmi, T., & AuBuchon, C. (2011). Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays About Theme. Journal of Adolescent & Adult Literacy, 54(4), 245–256. doi:10.1598/JA

Pole, K. (2015). Why Downt You Riyt Back to Me?: Family Letter Writing in Kindergarten. The Reading Teacher. 69(1), 119-128.

Puranik, C. S., & Lonigan, C. J. (2014). Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Reading Research Quarterly, 49(4), 453–467. doi:10.1002/rrq.79

Rose, D., & Martin, J. R. (2012). Write it Right/the Right to Write. In Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School (pp. 84–132). Sheffield: Equinox Publishing.

Rossbridge, J. & Rushton, K. (2014). The critical conversation about text: Joint construction. PETAA Paper 196. Newtown, NSW: PETAA.

Rossbridge, J. & Rushton, K. (2015). Put it in writing: context, text and language. Newtown, NSW: PETAA.

Skibbe, L. E., Bindman, S. W., Hindman, A. H., Aram, D., & Morrison, F. J. (2013). Longitudinal Relations Between Parental Writing Support and Preschoolers’ Language and Literacy Skills. Reading research quarterly, 48(4), 387-401.

Wells, G. (2000). From action to writing: modes of representing and knowing. In J. W. Astington (Ed.), Minds in the making. Oxford: Blackwell Publishers.