The first volume in AAHE and Campus Compact’s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.

Explains how to create the philosophical and physical environment needed to develop successful writing communities in which students learn, practice, and apply writing-craft skills.

The role of writing in building community is an important topic. This book moves us through that process by describing the journey into the fold of a particular writing community. While it may be helpful to describe community membership as a typical journey, it is nonetheless important to interrogate this journey of belonging through examining the specific nature of one such community. Given that both the nature of collaborative writing and community practices are situated, the journey itself is also situated practice. The writing community described in this text is Inkshed, an academic collaborative that has existed over twenty-five years at the publication of this text. What is Inkshed? It is the nickname of the Canadian Association for the Study of Language and Learning (CASLL), an organization that has the purpose of exploring relationships among research, theory, and practice in language acquisition and language use, particularly in the Canadian context. Inkshed has a website, LISTSERV, publication group, and annual meetings. The membership is a mixture of mainly Canadian academics and professional writers from across the provinces and territories. Regional members organize a yearly conference. For these conferences, members are provided with a guiding theme that creates a common thread for member presentations. Following and often during presentations at each one of these conferences, a special type of sharing takes place: members write responses to each of the presentations; they literally shed ink on the presentations and then place these response writings on conference tables for others to read and engage in further writing, responses to the responses. Writings in response to the speakers are then gathered together by a team of conference organizers, edited and distributed so that all members, including the presenters, can read the written responses of their community throughout the duration of the conference. As the technology has become available, some responses have been posted online. This writing-in-community response was a forerunner of the current social networks, which became an inevitable consequence of writing collectives online such as Wikis, Twitter, online letters to the editor, fan fiction, or Facebook. Inkshedders have always described this conference as a working conference and described the collaborative nature of their responses in writing as a far deeper experience than merely listening to a speaker and/or asking questions at the end of a session. The audience is purposefully engaged. The investment of self is personal. In this text, Miriam Horne has addressed the nature of this deeper experience. She notes that it is a risk-taking venture and that the feeling of membership goes beyond paying fees to belong. Inkshedders must pay their dues in other ways toward full membership. Legitimate peripheral participation (LPP), as introduced by Jean Lave and Etienne Wenger, is only the beginning. Horne's book provides insight into knowledge about membership and invites us to think about our own and other communities of membership such as school classrooms, Web 2.0, churches, and clubs. We see that peripheral participation is an important and tenuous aspect of membership and that success in this outside margin is important to the nature of how one sees oneself later, on the inside of membership. Horne's interrogation of what it means to become an Inkshedder allows us to interrogate the meaning of membership through collaborative writing, and determine what it really means to become part of a community. The book describes a personal journey into academic writing in community and is a good read for anyone who aspires to that destination.

Creative Writing in the Community is the firstbook to focus on the practical side of creative writing. Connecting classroomexperiences to community-based projects, it prepares creative writing studentsfor teaching in schools, homeless centres, youth clubs and care homes. Each chapteris packed with easy-to-use resources including: specific lesson plans; case studies of students working with community groups; lists of suitable writing examples; "how to..." sections; examples and theoretical applications of creative writing pedagogy and techniques; reflection questions; writings by workshop participants. Enhanced by contributions from directors,students and teachers at successful public programs, Creative Writing in the Community is more than an essential guidefor students on creative writing courses and leaders of community-basedlearning programs; it is practical demonstration of the value of art insociety.

Executive functions are a set of cognitive processes we use to act on information, manage resources, and plan and monitor our own behaviour, all with the aim of achieving an end goal. These are skills that develop from infancy. While 'reading' has been extensively studied in psychology literature, 'writing' has been somewhat neglected, despite a lack of capability in this area being linked to poverty and social exclusion. This book is the first comprehensive and state-of-the-art review of the relationship between executive function skills and writing. It explores its role across the lifespan, addressing all groups of writers, from children and those with learning and language difficulties, to adults and elders. It considers theoretical viewpoints, assessment and methodological issues, and developmental disorders, and closes with insightful commentary chapters that draw future directions for investigating executive functions. Written by internationally recognized scholars in the field, this is a new and innovative contribution which will provide essential reading among researchers, educators, and graduate students interested in understanding the cognitive underpinnings of writing throughout the lifespan

The revolutionary guide to putting women’s writing--and their careers—first.

Teachers in English schools have now had ten years of prescriptive national literacy strategies and it is time for a new approach. This book encourages children from their early years to think of themselves as writers who have something to write and know how to write it. Creating Writers in the Primary Classroom offers an exciting and refreshing approach to teaching writing in the primary school with very practical suggestions to help build a community of writers in your school where everyone writes and loves writing. Building on the research of recent years and with whole-curriculum provision, it shows teachers how to actively engage children in the writing process, excite them about what they can achieve and help all children to think of themselves as writers. The book begins with a clear analysis of what real writers really need and has chapters on working outdoors, using the very best of children’s literature, drama and imaginative play, as well as sounds and images. It also features a chapter on practical, productive planning, including two case studies that show the approaches in use at schools. Creating Writers in the Primary Classroom is packed with practical advice, games and strategies for the classroom based on the authors’ successful experience as teachers and in-service providers. These new approaches will enable teachers to get their children up and moving, experiencing what writers experience, feeling what writers feel and, most important of all, writing how writers write.