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Writing instruction is a particular challenge because there is no singular, linear solution to teaching students to write well. This book approaches writing as a wicked problem that takes place in complicated contexts. Through both scholarly research and teacher reflection, it examines ELA classrooms and the experiences of writing teachers to identify approaches that have proven effective with adolescents. The book uses wickedity to frame the problems of teaching writing and offers context-specific solutions enacted by teachers. While it addresses the realities of standardized ways of teaching and assessing writing, the book also highlights the deep professional knowledge and practical strategies teachers bring to writing instruction in middle and high school classrooms. Chapters grapple with tensions between testing and authenticity, assessing writing in nuanced ways, and finding enjoyment in the work of teaching writing amid and alongside persistent complexities. Specific topics include students' writing process, revision, students as decision makers, multimodal writing, assessment and writer's notebooks, data-driven instruction, the high school–to-college transition, and teacher professional development.Book Features:Includes examples of how teachers approach specific challenges associated with teaching writing to adolescents, analyzing how and why their solutions proved effective. Focuses on students engaged in writing in classrooms, teachers implementing writing strategies, and professional learning.Offers a range of relevant voices on the topic of writing instruction with authors that include classroom teachers and scholars.
Annamary Consalvo is an associate professor of literacy at The University of Texas at Tyler.Ann D. David is an associate professor of teacher education at the University of the Incarnate Word and co-director of the San Antonio Writing Project.
ContentsIntroduction 1Part I: Wicked Components of the Writing Process1. Micromoments in a High School English Classroom: Wicked Problems and Wicked Solutions of Teaching Writing 15Annamary Consalvo2. The Wicked Problem of Revision 26Denise N. Morgan and Jessica Hrubik3. Positioning Writers as Decision Makers 36Valerie TaylorPart II: Intersection of Wickedity and Authenticity4. Overcoming Wicked Writing Formulas With Adaptive Creativity and Design 47Tiffany Larson and Brett Stamm5. Working With Teachers of Writing in At-Risk Schools: The Effects of Professional Development 57Julie Smit, Lien Nguyen, Narges Hadi, and Lu Guo6. Audience and Authenticity: The Wicked Way to Build Motivation and Confidence 67Garrett SimpsonPart III: Assessment7. “We Just Don’t Write Like That in Class”: Teachers and Students Take On the Wicked Problem of High-Stakes Writing Assessment 75Joelle Pedersen8. Making Notebooks Institutionally Visible: The Wicked Problem of Assessing Notebook Practices 86Ann D. David9. Handling Wicked Problems Isn’t Always About Solving Them, Is It? 98Heathcliff Lopez and Candice MendiolaPart IV: Transition From High School to College10. The Wicked Problem of the High-School-to-College Writing Transition: Interrogating the Metaphors That Guide Our Practice 109Amber Jensen, Amy D. Williams, Joseph Wiederhold, and Chanel Earl11. Writing Is . . . Meaningful, Independent, Authentic, and Blended: Moving From the Wicked Problems of Standardization and Compartmentalization 120Lara Searcy and Libby Vance12. Writing in the Age of AI: The Wicked Problem of Process Versus Product 130J. J. Sylvia IV and Elise TakehanaConclusion 141Index 143About the Authors 149
