· the challenges of teaching children from backgrounds unlike one’s own different priorities at different stages of the writing process
· the way publishing can give writing a purpose
· the value of peer coaching
· the importance of writing from one’s own experience
· writing, reading, talk, and life as being inseparable” (Jensen, p. 360).
· “Made notebooks in which they stored their writing, as well as keeping records of problems and accomplishment and of books they had read
· Produced three issues of a multipage newspaper each year, and as a spin-off from their newspaper work wrote an elaborate, multichapter book that they presented to the county library
· wrote scripts and dramatized them
· created a post office and wrote letters in order to report, inquire, thank, invite, seek permission, and make plans
· Raised questions constantly and pursued answers: ‘Purpose,’ Gordon wrote, ‘is at the heart of a wholesome learning experience’ (p. 163). She continued, ‘It is no hardship for these children to learn to write. They have a purpose for writing’” (p. 212).
· “how teacher researchers function
· the need to experiment and to fumble as a writer
· writing conferences and writing folders
· a multistage writing process and writing workshop
· opportunities for children to hear, see, and talk about each other’s work
· the importance of literature in a writing program
· print-rich classrooms
· concrete experiences that give writing practical value
· mini-lesson” (qtd. in Jensen, p. 361).
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