Developing Writing Teachers

Newly updated to incorporate the impact of AI, and other societal changes, this second edition of Developing Writing Teachers is a research-informed textbook for pre-service or practicing teachers of writing in school settings, including teachers of English language arts. When teachers of writing identify as writers, it adds a special dimension to their writing pedagogy. Practical and accessible while drawing on a range of relevant research and theory, this text is distinguished by its dual focus - on teachers as writers and the teaching of writing. Part I addresses the question: What does it take for a teacher of writing to develop an identity as writer? In this section, drawing on case studies and teacher narratives, the book guides its readers to an understanding of the current status of writing in the 21st century, the role of expressive writing in developing a writing identity, the relationship of writing to genre and rhetoric, writing and professional identity and writing as design. Part II focuses on pedagogical practice and helping writer-teachers develop a toolkit to take into their classrooms. The section includes a focus on the building of a community of writing practice; the nature of writing as process; the place of grammar; digital writing; and how assessment, properly used, can help develop writing. New to the second edition: - All chapters will incorporate an awareness of generative AI and its effect on teaching writing in the 21st century. - Updated chapter on "Digital Writing". - A renewed focus on theories of the self, the concept of voice, ecological awareness and ecocentric ethics (consistent with post-humanism and indigenous traditions). - A preface by Richard Andrews. - Updated references and recommendations for further reading.

Terry Locke is Emeritus Professor of Arts and Language Education, The University of Waikato, New Zealand. Lucinda McKnight is Associate Professor in the Faculty of Arts and Education and Australian Research Council DECRA fellow at Deakin University, Australia.

Preface by Richard Andrews 1. Introduction Part I: The teacher as writer 2. Assuming the identity of a writer 3. Writing in the 21st Century 4. Writing the self through storying 5. Rhetors and resources: The democratic self in writing 6. Writing as enacting the professional self 7. Writing as design Part II: The teacher of writing 8. Best practice overview - what the research says 9. Building a community of writing practice 10. Writing as process 11. Addressing (and answering) the "grammar" question 12. Digital writing 13. Writing assessment as negotiating power and discourse