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- W268801432 abstract "One of the key tenets of the so-called ' 'process approach to teaching writing is that students must have more ownership of and authority over the texts they write. Obviously, for this to happen, writing teachers must back away from their traditionally directive, sometimes authoritarian role in writing instruction, and act more as facilitators, coaches, and collaborators. But if teachers are asked to make such a profound break from what is habitual behavior for many, they need experiences that enact and model the alternatives. Unfortunately, most school and university-based inservice courses still honor these complex role shifts more in precept than in practice. Too often, writing teachers completing an inservice program, graduate course, or writing project on approaches to writing return to their classrooms merely to redecorate the same old teacher-centered structure with a few new process tricks, just like the training program itself did. Why do writing inservice programs so often fail in this crucial way? Does it reflect the hypocrisy of writing experts who won't practice what they preach? The resistance of teachers who refuse to change? Both? Or something else? In this article we want to explore why it is both so tricky and so vital to model non-authoritarian, student-centered, collaborative learning in a teacher workshop on writing. Not only must we respect and study this complex challenge; we must find ways to meet it, for nothing in an inservice program is as important as what teachers experience. A leader's most critical responsibility, we believe, is to immerse teachers in experiences analogous, in many respects, to those of student writers. To explore the design of this kind of teacher renewal program, we will report some of the strategies that have proven helpful in our work with veteran teachers." @default.
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- W268801432 title "Authorship and Authority: Helping Writing Teachers Grow." @default.
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