ISBN: 0-86709-103-7

pp., 246 List Price: $28.00 The Teacher's Manual for Writing from Start to Finish is a fully developed book in itself; it shows you how to use Story Workshop(r) classroom approaches that help students draw upon the powerful resources of speech and writing, reading and writing, sense of audience, background and experience, to meet practical college and career needs with effective writing. Strategies are developed for classes of all time lengths.

The Teachers Manual for Writing From Start to Finish
Table of Contents

The Story Workshop Basic Forms Rhetoric-Reader

Introduction	1
"WILL THE ACTIVITIES AND TECHNIQUES SET FORTH IN THIS MANUAL HELP MY STUDENTS WRITE WELL-DEVELOPED EXPOSITORY ARGUMENT IN SOUND STANDARD WRITTEN ENGLISH, PASS RIGOROUS WRITING 'POST-TESTS,' DO ON-THE-JOB WRITING, HANDLE CONFIDENTLY AND WELL THE WRITING DEMANDS OF GRADUATE SCHOOL, AND DEVELOP WRITING AS A SIGNIFICANT PART OF THEIR PERSONAL LIVES?"	8
Research Background	14
The Importance of Relating the Student's Own Speech to Writing	15
The Ineffectiveness of the Teaching of Grammar as a Way of Improving Writing	19
The Importance of a Clearly Felt Audience and of Using the Focus of an Immediate Audience in Developing Internal Listening Sense in Writing	22
The Use of the Focus of the Immediate Audience and its Motivations in the Writing Classroom	25
The Importance of Clear Seeing-in-the-Mind and Strongly Felt Content in the Teaching of Writing	28
OUR GOAL: FRESH, MEANINGFUL, EFFECTIVE WRITING IN SOUND STANDARD WRITTEN ENGLISH--OR WHY WE SHOULD LET OUR STUDENTS SAY IT OUT LOUD AND IN WRITING AS BEST THEY CAN	30
Class Organization, Activities, Techniques, and Formats	33
The Semi-Circle	35
The Oral Reading	37
Introduction	37
Coaching the Oral Reading	44
Overview	44
Extended Discussion with Demonstrations of Oral Reading Coaching	47
Summary List and Discussion of Oral Reading Side-Coachings	53
Recall and Comment	57
Overview	57
Main Exposition of Recall and Comment Activity	58
Summary of Recall and Comment Activity	62
Inclass Audience-Focused Oral Telling, Writing, and Readback Activity	64
Overview	64
Main Exposition of the Inclass Oral Telling, Writing, and Readback Activity	67
The Oral Telling Step	68
A Reminder about Gesture and Writing	74
The Inclass Writing Step	75
The Readback of the Inclass Writing	78
List Examples	81
Make-Sure Points for the Inclass Audience-Focused Oral Telling, Writing, and Readback Activity	82
Summary and Discussion of the Inclass Oral Telling, Writing, and Readback Activity	84
Standards Policies--Quantity of Work Requirements--The Folder of a Student's Work	85
Teacher Choices, "Error-Correction," and Teacher Reflection	90
The Inclass Oral Reading of the Handed-In Student Writing (the assignments done or finished outside of class)	97
Summary and Overview	97
Exchange of Student Writings Among Students	98
Main Exposition of Inclass Oral Reading of Selected Handed-In Student Writing	99
Dealing with Audience Reactions to Student Writing	102
Inclass Rewriting Activity	103
Writing is Recursive--The Teaching of Writing is Recursive	103
Overview of Student's Rewriting	103
Inclass Rewriting Activities	105
Inclass Rewriting of a Journal Entry	106
The Basic Inclass Rewriting Activity--Outline of Steps	106
Further Discussion of Steps of the Inclass Rewriting Activity--Recall and Question	109
Recall and Question	110
The Inclass Rewriting and Readback of the Rewrites	110
Style/Punctuation and Grammar Handbook Activities	111
The Handbook Flipping-Through Activity	114
Summary of the Handbook Flipping-Through Activity	116
Observation of Language Behavior as a Possible How-It-Happens Subject	117
Style/Meaning/Punctuation Inclass Writing and Readback Activity--Exchange of Writings--"Booby-Trap" Emphasis	117
Basic Outline of the Activity	119
Main Exposition of and Coachings for the Style/Meaning/Punctuation/Exchange of Writings/Booby Trap Emphasis	120
Samples of Unpunctuated and Punctuated Writings	124
Time Management of the Activity and Make-Sure Points	127
"Booby-Trap" Punctuation Activity--Copying Passages from Books Leaving Out the Punctuation	128
You Must Repeat, Repeat, Repeat	133
Tellings and Discussion of Personal Writing Processes	136
"Off the TV" A Way of Viewing the Social Context of Reading and Writing Imaginative Play as the Actual Basis for Reading and Writing Imaginative Dramatic Play as a Basis for our Inclass Activities Recent Dominance of Silent and Mute Approaches to Reading and Writing	139
A Recommendation for "Offing" the TV	149
Charts of Assignments and Activities for Two Fifteen-Week Semesters	151
Chart of Assignments and Activities for a Fifteen-Week Semester	151
Second Semester	160
Chart of Assignments and Forms for the Second Semester	161
Managing "Time Crunch"	170
Implementation of Basic Forms Assignments in Classroom Activities	172
The How To	172
The Journal Sessions	175
Sequence and Process	178
The Letter Sessions	178
The Process of Writing	179
How-It-Happens--Personally Observed Instances, Patterns, and Instance Collections	180
The List	182
How It Happens--Researched Through Reading	183
Opposites	184
One-to-One Conferences	185
Group Dynamics in the Classroom	192
Final Reminder	194
THREE TO FOUR HOUR STORY WORKSHOP FORMATS	195
The Basic Format	195
The How-To	197
The First Journals Session	200
The Letter Session	202
The First How-It-Happens Session	203
Monster Format	207
Format for How-It-Happens/Research Through Reading Research-Through Reading Format	219
Model Tellings	219
Opposites and Point of View Format	220
Story-Within-A-Story and/or Dialogue Format	222
Folktale Format	225
The General Essay Format	227
How To Do It Better Format	230
Parody	232
Closing Discussion	234
Bibliography for Writing from Start to Finish and The Teacher's Manual	237