Contemporary genre theory is probably not what you learned in college. Its dynamic focus on writing as a social activity in response to a particular situation makes it a powerful tool for teaching practical skills and preparing students to write beyond the classroom. Although genre is often viewed as simply a method for labeling different types of writing, Deborah Dean argues that exploring genre theory can help teachers energize their classroom practices. _Genre Theory_ synthesizes theory and research about genres and provides applications that help teachers artfully address the challenges of teaching high school writing. Knowledge of genre theory helps teachers challenge assumptions that good writing is always the same; make important connections between reading and writing; eliminate the writing product/process dichotomy; outline ways to write appropriately for any situation; supply keys to understanding the unique requirements of testing situations; and offer a sound foundation for multimedia instruction. Because genre theory connects writing and life, Dean's applications provide detailed suggestions for class projects--such as examining want ads, reading fairy tales, and critiquing introductions--that build on students' lived experience with genres. These wide-ranging activities can be modified for a broad variety of grade levels and student interests.

Genre Theory: Teaching, Writing, and Being (Theory and Research Into Practice (TRIP) series)

Reference

Dean, Deborah

Words, Language & Grammar

National Council of Teachers of English (NCTE)

This book explains how to help your high school students approach writing tasks strategically; to develop the ability to write effectively throughout their lives.

Strategic Writing: The Writing Process And Beyond in the Secondary English Classroom

Urbana Free Library

Deborah Dean is back with a significantly reenvisioned and revised edition of her popular Strategic Writing. After working with high school teachers who implemented the approach detailed in the first edition, Dean has refined, reorganized, and updated the material to better support classroom teachers dedicated to teaching not just the process of writing but also the strategies of writing that help students develop the ability to write effectively throughout their lives. Most of the changes were prompted by the desire to help teachers better understand an overall strategic approach that can counter the testing climate that pervades many schools. This approach works within a workshop model and uses the writing process as an umbrella framework. In addition to providing engaging and practical classroom activities, this new edition offers (1) explicit strategy talk, with lesson plans that differentiate between strategy, activity, and mini-lesson to further demonstrate how all three function in a strategic approach; (2) a focus on digital tools and genres, which have proliferated in the last ten years; (3) a more accessible organization, with the conceptual material in early, short chapters and the teaching ideas, examples of student work, and lesson plans in appendixes; and (4) grouping by types of strategies for better alignment with process than with rhetoric. As always, Dean considers students' out-of-school as well as in-school writing tasks, preparing them for a world in which writing is a critical skill, whether for school, work, information, or self-expression.

Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom

Using teacher-friendly language and classroom examples, Deborah Dean helps answer the frequently asked questions high school teachers have about teaching writing, sifting through the most recent and reliable research and providing accessible and inspiring recommendations.

What Works in Writing Instruction: Research and Practice, 2nd ed.

Addresses the challenges of teaching grammar in the context of reading and writing, providing vignettes of classroom conversations that exemplify what that practice can look like in action.

What Works in Grammar Instruction

English as a Second Language

How can you bring grammar to life for your students? By using everyday sources and an integrated approach in your classroom.
 In Bringing Grammar to Life, Deborah Dean offers concrete examples and sample classroom dialogue that shows what it means to integrate grammar into the content of a class. Chapter 1 sets the stage for this approach and explains the five aspects of grammar used in the book:
-Traditional grammar _Editing _Usage _Language change _Rhetorical grammar
 Chapters 2 and 3 focus on how to integrate grammar with reading and writing. Chapter 4 addresses two major issues that complicate the effective teaching of grammar for many teachers: concern for English-language learners and testing. Finally, chapter 5 explores how to plan for and assess an integrated approach to grammar instruction.
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
 Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. 
 Some of the many areas we publish in include: 
 -Comprehension -Response To Intervention/Struggling Readers -Early Literacy -Adolescent Literacy -Assessment -Literacy Coaching -Research And Policy

Bringing Grammar To Life

Intl Literacy Assn

Clean Break Theatre Company (Elements in Women Theatre Makers)

Literature & Fiction

Greene, Anne-Marie

McAvinchey, Caoimhe

Bartley, Sarah

Dramas & Plays

Cambridge University Press

Revision is often a confusing and difficult process for students, but it’s also the most important part of the writing process. If students leave our classrooms not knowing how to move a piece of writing forward, we’ve failed them. Revision Decisions will help teachers develop the skills students need in an ever-evolving writing, language, and reading world. Jeff Anderson and Deborah Dean have written a book that engages writers in the tinkering, playing, and thinking that are essential to clarify and elevate writing. Focusing on sentences, Jeff and Deborah use mentor texts to show the myriad possibilities that exist for revision. Essential to their process is the concept of classroom talk. Readers will be shown how revision lessons can be discussed in a generative way, and how each student can benefit from talking through the revision process as a group. Revision Decisions focuses on developing both the writing and the writer. The easy-to-follow lessons make clear and accessible the rigorous thinking and the challenging process of making writing work. Narratives, setup lessons, templates, and details about how to move students toward independence round out this essential book. Additionally, the authors weave the language, reading, and writing goals of the Common Core and other standards into an integrated and connected practice. The noted language arts teacher James Britton once said that good writing “floats on a sea of talk.” Revision Decisions supports those genuine conversations we naturally have as readers and writers, leading the way to the essential goal of making meaning.

Revision Decisions

Education & Teaching

Anderson, Jeff

Schools & Teaching

Routledge

As we begin the third decade of the twenty-first century, women have entered the workplace in unprecedented numbers, are now outperforming men in terms of educational qualifications, and are excelling across a range of professional fields. Yet men continue to occupy the positions of real power in large corporations. This book draws on unique, unprecedented access to Chairs of FTSE 350 Chairs, boardroom aspirants and executive head-hunters, to explain why this is the case. The analysis it presents establishes that the relative absence of women in boardroom roles is not explained by their lack of relevant skills, experience or ambition, but instead by their exclusion from the powerful male-dominated networks of key organisational decision-makers. It is from within these networks that candidates are sourced, endorsed, sponsored, and championed. Yet women's efforts to penetrate these networks are instead likely to trap them into network relationships that will be of little value in helping them to fulfil their career aspirations. The analysis also identifies why women struggle to gain access to these networks, and in doing so, it demonstrates that the network trap in which women find themselves will not be overcome simply by encouraging them to change their networking behaviours. Instead, there is a need for a fundamental reconsideration of how boardroom recruitment and selection is conducted and regulated, to ensure the development of a more open, transparent and equitable process.&nbsp;&nbsp; <div> </div>

The Network Trap: Why Women Struggle to Make it into the Boardroom (Work, Organization, and Employment)

Business & Money

Bushell, Meryl

Hoque, Kim

Job Hunting & Careers

Springer

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