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Writer Identity and the Teaching and Learning of Writing.

Author: Teresa Cremin; Terry Locke
Publisher: Florence : Taylor and Francis, 2016.
Edition/Format:   eBook : Document : EnglishView all editions and formats
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Cremin, Teresa.
Writer Identity and the Teaching and Learning of Writing.
Florence : Taylor and Francis, ©2016
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Teresa Cremin; Terry Locke
ISBN: 9781317363910 1317363914
OCLC Number: 965778749
Notes: Chapter 8: Working towards 'I'm a writer and a pretty good writer': an elementary teacher legitimizing students' writerly identities while authenticating her own.
Description: 1 online resource (263 pages)
Contents: Writer Identity and the Teaching and Learning of Writing- Front Cover ; Writer Identity and the Teaching and Learning of Writing; Title Page ; Copyright Page ; Contents; Notes on contributors; The editors; Contributors; Foreword: Richard Andrews; Acknowledgements; Introduction: Teresa Cremin and Terry Locke; Section A: Writing, writers and identity; Section B: Writing identity and the development of teachers; Section C: Teachers as writers --
shifting practices and positions in the classroom; Section D: Students' writing identities; References; SECTION A: Writing, writers and identity. Chapter 1: Conceptualising writing and identityConceptions of literacy; Conceptualising identity; Writing, identity and learning; Conclusion; References; Chapter 2: Professional writers' identities: the perceived influence of formal education and early reading; Introduction; Young writers' identities; Professional writers' identities; Methodology; Findings; Discussion; Conclusion; Acknowledgements; References; SECTION B: Writing identity and the development of teachers; Chapter 3: "I'm not a good writer": supporting teachers' writing identities in a university course; Introduction. The challenge for teacher educationMethod; Findings; Uncovering "truths" about teaching writing; Developing awareness of the craft of writing; Discussion; References; Chapter 4: Addressing resistance: encouraging in-service teachers to think of themselves as writers; Introduction; Addressing resistance; The social nature of learning; The National Writing Project: a research-based model of professional development; Teacher education and staff development; Course background; Research on the course; Implications for teacher educators; Meeting the needs of all our students; Final thoughts. Methodology: participants and contextData collection and analysis; Writing identities; Intersections: writing identity and performativity in the classroom; Back to the rackety bridge; References; Chapter 7: Teachers' identities as writers: teacher, support staff and pupil accounts of the role of emotion in the writing classroom; Emotions in the teaching context; Teachers as writers and the role of emotion in teaching writing; Methodology; Findings; Discussion; Conclusion; References.

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