Various instructional approaches have been laid out for conceptualizing argumentation talk and writing in English classrooms. One prominent, and historically durable, approach is formalist--teachers slot the teaching of argument into a form-based approach, usually using the 5-paragraph theme. This model too often fails to persuade students of the…

This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights…

This paper reports on a classroom-based inquiry using quantitative methods conducted with Japanese EFL students' writing practice using ETS's Criterion. The purpose of the study is to examine the actual effects of teachers' feedback on students' writing on Criterion. Twelve university students in Japan participated in this study, while completing…

While teachers of English have long recognised the vital role they play in developing students' knowledge and effective use of language, the emergence of the Australian Curriculum: English has led to a great deal of discussion concerning the representation of language and the type of meta-language needed to share understandings of literacy and…

This article extends the conversation on English education as preparation for democratic participation. The author journeys through a cycle of action research, analyzing one classroom case study to improve her practice of curricular negotiation in a methods of teaching writing course.

I begin with an account of my own observation of an English lesson taught by one of my student teachers using a teaching resource, "The Island," that I used myself as a new teacher more than 20 years ago and of my own responses on finding it transformed by two decades of change in educational policy and practice. It has become almost a…

Theorists of multiliteracies, social semiotics, and the New Literacy Studies have drawn attention to the potential changing nature of writing and literacy in the context of networked communications. This article reports findings from a design-based research project in Year 4 classrooms (students aged 8.5-10 years) in a low socioeconomic status…

Traditional grammar instruction is a challenging element of the English curriculum; both students and teachers struggle with the rules and dull nature of grammar. However, understanding grammar is important because students need to understand the language they speak in order to be effective communicators, and teachers provide grammar instruction…

An article entitled "Pupils Persevere" covered the front page of Madison's local newspaper in February 2005. Highlighting the plight of four alternative programs in Madison's public school system, the article both angered and pleased students at this school. Although the central point of the front-page article was a plea for a larger physical…

Current theoretical conversations in the field of Rhetoric and Composition, particularly conversations related to first-year curricular design, are increasingly concerned with the issue of "teaching for transfer." While developing successful transfer pedagogy is a challenging undertaking, one that may require writing instructors to…

"English--a portrait of current practice" is one in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), depicting current practice in key aspects of the Scottish curriculum. The portrait series is a recent initiative by HMIE, flowing from the "Improving Scottish Education" report. It is intended to promote…

Describes one teacher's theory of the use of argument in the English curriculum, particularly its importance in developing democratic classrooms. Defines the multiple functions of argument in society. Advocates developing argumentative skills among students, particularly in a wide variety of forms and discourses. (HB)

At Springfield Technical High School (Massachusetts) tenth grade students are required to spend three six-week periods in writing laboratory classes. As the students write, the teacher moves from student to student for short conferences, checking with each student twice during each class period. Students proceed in a three-step process and are…

Argues that composition cannot be taught apart from reading, that reading means only the reading of great writing, and that the teaching of reading and writing is best handled by people who have studied literature and created some themselves. Offers suggestions for the improvement of the undergraduate English curriculum. (FL)

Describes how one English teacher used experience as a professional writer to change how she approached writing instruction in a seventh-grade English class. Outlines a method centered on extensive revision and the submission of writing portfolios. (HB)