Composition, Feedback and Identity: Teachers as Writers and Responders.

Teaching writing in middle and high school can be relentless, simply due to the number of students we serve and their various individual needs. Writing instruction research indicates that students would benefit from more writing practice in school, but who has the time to read the work of 150 students week after week? Research also shows that students benefit from individualized feedback on their writing, but again, who has the capacity to give patient and consistent feedback to all students at the appropriate developmental level? And how can teachers nurture and develop their own writing identities as they guide their students? This worship engages participants in generating innovative and educationally sound solutions to the dilemmas of writing practice and writing identity in school.

Dr. Tim Duggan, Department of Teacher Education