Wounded Writers Ask Am I Doing It Write
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Wounded Writers Ask: Am I Doing it Write?
This book addresses (and aims to dismantle) writer woundedness, a state of being that prevents students from trusting themselves as capable of writing something they can feel good about. Wounded Writers Ask: Am I Doing it Write? invites students to begin a new writing history through a collection of 48 free-writes that explore list writing, aesthetic writing, word craft, and writing that delves into personal life stories. These free-writes are invitations to develop a lead or improve a story title, to discover a character’s name or replace one word for another that is more vivid, to locate a story idea or revise a story’s focus. More than this, Wounded Writers Ask: Am I Doing it Write? emphasizes creative consciousness over correctness, where writing is a vehicle for exploring identity and (re)claiming voice across multiple grade levels. This book is for the wounded student writer as much as it is for the wounded classroom teacher as writer, who may feel burdened by his/her own writing history such that he/she struggles with where or how to start. For each free-write, Leigh offers Before Writing, During Writing, and After Writing suggestions with samples of student writing to guide teachers into writing engagements with their students that break down walls and open up new vistas.
Reclaiming Literacies as Meaning Making
Whitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process. Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.
Sense and Sensitivity
The study described in this book is a qualitative phenomenological research study whose objective was to reveal the writer’s identity of teacher educators in academia and to discover how they express this identity in their teaching practice. Twenty-three academic scholars were interviewed for the study. The research findings indicate that the identity of the writer is complex, incorporating three interwoven aspects: a cognitive aspect, an emotional aspect and a sociocultural aspect. The cognitive aspect finds expression in the writer’s awareness and understanding of the medium of writing, which explicitly and openly entails the production of ideas while writing. This process is fundamentally rhizomatic in that it moves in different directions, each time beginning anew from a different point, and is ultimately geared toward a multidirectional and multilayered product. The emotional aspect in the writer’s life is somewhat mystical in nature. It is a medium that surrounds writers at all times and enables them to find their voice and their place in the world. The writing workspace is perceived as part of this aspect. It is a sanctuary that provides inspiration, is designed according to the writer’s needs and shapes the writing. The sociocultural aspect shapes the identity of the writer and highlights social mirroring as part of the writer’s positioning in life and in the professional community. Intended audience: This book is aimed at the community of researchers in the writing domain. It is also of interest to academic scholars in higher education who perceive writing as part of their personal and academic identity. Qualitative researchers will find interest in the research method and the relations between qualitative genres, among them phenomenological and narrative genres.