Philosophy of Writing Instruction

Here is the link to a screencast presentation of my philosophy of writing instruction.

These are the sources from which I used in presenting my philosophy of writing:

Graham, S., & Perin, D. (2007). Writing Next: effective strategies to improve writing of adolescents in middle and high school. Carnegie Corporation of New York.
This report details the author's meta-analysis of writing research, isolating 11 research-backed practices that, if used in middle and high school classrooms, have been shown to improve student writing.

Kittle, P. (2008). Write beside them: risk, voice, and clarity in high school writing. Portsmouth, NH: Heinemann.
Ms. Kittle describes the ways in which she has used writing workshops in her classroom. She details each step in the writing process, and the way she models the process for student by "writ[ing] beside them," demonstrating the steps a writer goes through in crafting a piece. She also talks about her use of published works as models of PRODUCT, vs. her modeling of PROCESS. She also details the importance of transparency in writing instruction, explaining why each step is important for her writing instruction.

Murphy, C., & Sherwood, S. (2008). The St. Martin's sourcebook for writing tutors (3rd ed.). Boston: Bedford/St. Martin's.
A handbook for peer tutors in a University writing center. This book focuses on inquiry-based peer revision sessions in which students working on their writing cite their own areas of strength and weakness and guide the peer revision session as much as possible. Tutors use questions rather than statements to guide writers to consider specific effects and points in their work.

Smagorinsky, P., Johannessen, L., Kahn, E., & McCann, T. (2010). The dynamics of writing instruction: a structured process approach for middle and high school. Portsmouth, NH: Heinemann.
Smagorinsky and colleagues explain possible ways to teach various common genres of school writing in effective ways that focus on a "structured process approach," in which students are able to develop their own writing through their own writing style, but have the necessary scaffolding to do so successfully.