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I Didn't Think of That: Tracing the Genealogy of Writing Pedagogy

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Bibliographic Details
Title: I Didn't Think of That: Tracing the Genealogy of Writing Pedagogy
Language: English
Authors: Alana Morris, Gretchen Bernabei, P. Tim Martindell
Source: English in Texas. 2025 55(1):8-13.
Availability: Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org
Peer Reviewed: Y
Page Count: 6
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Writing Instruction, Class Activities, Writing Strategies, Learning Activities, Writing (Composition)
ISSN: 0425-0508
Abstract: Often, classroom teachers are asked to teach lessons and internalize them. But the real problem is if teachers do not know why they are teaching a lesson, or where the lesson originated, they cannot pivot, adapt, or tweak the lesson to meet the in-the-moment needs of the students in front of them. So, if younger and even experienced generations of teachers, and even administrators, do not know where the thinking behind their lessons come from, how might we model this thought process for them? The authors of this article present several detailed, sequenced classroom writing activities, narrating the pedagogical lineage of each.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483581
Database: ERIC
Description
Abstract:Often, classroom teachers are asked to teach lessons and internalize them. But the real problem is if teachers do not know why they are teaching a lesson, or where the lesson originated, they cannot pivot, adapt, or tweak the lesson to meet the in-the-moment needs of the students in front of them. So, if younger and even experienced generations of teachers, and even administrators, do not know where the thinking behind their lessons come from, how might we model this thought process for them? The authors of this article present several detailed, sequenced classroom writing activities, narrating the pedagogical lineage of each.
ISSN:0425-0508