Scriveners' Trappings
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Aids and resources for writers and teachers of writing
Curated by Jim Lerman
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Why American Students Can't Write | the Atlantic

Why American Students Can't Write | the Atlantic | Scriveners' Trappings | Scoop.it
From the website

"In "The Writing Revolution," Peg Tyre traces the problems at one troubled New York high school to a simple fact: The students couldn't write coherent sentences. In 2009 New Dorp High made a radical change. Instead of trying to engage students through memoir exercises and creative assignments, the school required them to write expository essays and learn the fundamentals of grammar. Within two years, the school's pass rates for the English Regents test and the global-history exam were soaring. The school's drop-out rate — 40 percent in 2006 — has fallen to 20 percent.

"The experiment suggests that the trend toward teaching creative writing was hurting American students. In a debate about Tyre's story, we asked a range of experts, from policymakers to Freedom Writers founder Erin Gruwell, to share their thoughts on Tyre's story."
Jim Lerman's curator insight, December 17, 2012 6:17 PM

I imagine this headline got your attention, but the fact is, most of these 20 articles are positive affirmations of how to teach writing, not documentation of horror stories, as the title implies.

 

In any event, these is a wealth of good material here; all motivated by the considerable suceess of the writing program at New Dorp HS, on Staten Island, NYC.

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New England Literacy Resource Center

New England Literacy Resource Center | Scriveners' Trappings | Scoop.it

Like many other adults, adult learners are trying to figure out how to make good choices when buying a computer. A group of educators from Boston area decided to address this need by developing a web-based virtual visit to a computer store that can be used for self-study or as part of a class with adult learners. Their web site “How to buy a computer” is one of several web-based projects completed by adult educators who participated in professional development on using the Web to augment instruction and supporting learners who might benefit from self-study. Practitioners from Massachusetts and Rhode Island focused on developing and supporting online learning options while Connecticut and Vermont practitioners learned how to build Web sites with students as a project-based activity.


Via Patty Ball
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