How has the teaching of writing changed in the 21st century? In this innovative guide, real teachers share their stories, successful practices, and vivid examples of their students’ creative and expository writing from online and multimedia projects, such as blogs, wikis, podcasts, electronic poetry, and more. The book also addresses assessment: How can teachers navigate the reductive definitions of writing in current national and statewide testing? What are teachers’ goals for their students’ learning—and how have they changed in the past 20 years? What is “the new writing”? How do digital writers revise and publish? What are the implications for the future of writing instruction? The contributing authors are teachers from public, independent, rural, urban, and suburban schools. Whether writing instructors embrace digital literacy now or see the inevitable future ahead, this groundbreaking book (appropriate for the elementary through college level) will both instruct and inspire.

Here creative writers who are also university teachers monitor their contribution to this popular discipline in essays that indicate how far it has come in the USA, the UK and Australia.

The first book-length empirical investigation of writing center directors’ labor, The Working Lives of New Writing Center Directors presents a longitudinal qualitative study of the individual professional lives of nine new directors. Inspired by Kinkead and Harris’s Writing Centers in Context (1993), the authors adopt a case study approach to examine the labor these directors performed and the varied motivations for their labor, as well as the labor they ignored, deferred, or sidelined temporarily, whether or not they wanted to. The study shows directors engaged in various types of labor—everyday, disciplinary, and emotional—and reveals that labor is never restricted to a list of job responsibilities, although those play a role. Instead, labor is motivated and shaped by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge. The cases collectively distill how different institutions define writing and appropriate resources to writing instruction and support, informing the ongoing wider cultural debates about skills (writing and otherwise), the preparation of educators, the renewal/tenuring of educators, and administrative “bloat” in academe. The nine new directors discuss more than just their labor; they address their motivations, their sense of self, and their own thoughts about the work they do, facets of writing center director labor that other types of research or scholarship have up to now left invisible. The Working Lives of New Writing Center Directors strikes a new path in scholarship on writing center administration and is essential reading for present and future writing center administrators and those who mentor them.

This book will help those wishing to teach a course in technical writing, or who wish to write themselves.

Being a writer is not just about typing. It's also about surviving the roller-coaster of the creative journey. Self-doubt, fear of failure, the need for validation, perfectionism, writer's block, comparisonitis, overwhelm, and much more. This book offers a survival strategy and ways to deal with them all.

"Writing, Redefined asks educators to reflect critically on the kinds of writing - and the kinds of writers - traditionally valued in school spaces and offers a compelling argument for broadening our ideas around composition in order to honor the stories, the voices, and the lived experiences of all students"--