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The English/Literacy Teacher and the Practice of Writing: A Review Essay

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Title: The English/Literacy Teacher and the Practice of Writing: A Review Essay
Language: English
Authors: Locke, Terry
Source: English in Australia. 2018 53(3):73-81.
Availability: Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Peer Reviewed: Y
Page Count: 9
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Authors, Self Concept, Teaching Methods, Writing Teachers, Professional Identity, Intellectual Disciplines, English Instruction, Literacy, Curriculum Development, Teacher Student Relationship, English Teachers, Foreign Countries, Teacher Attitudes, Creativity, Aesthetics, Literary Genres, Rhetoric
Geographic Terms: Australia
ISSN: 0155-2147
Abstract: This review essay begins with the premise that we are all writers. However, for a number of reasons, many teachers struggle to identify as writers and teachers of writing. In the current environment, the need for schools to adopt pedagogical practices facilitating the development of disciplinary literacies means that teachers cannot avoid the task of inducting students into the discursive practices of one or more disciplinary areas. This challenge requires a re-examination of ways in which English, 'literacy' and curriculum areas are constructed. It also demands that schools adopt ways of developing a culture of writing among its teachers and encourage and enable teachers to reflect on the identities they project to their students.
Abstractor: As Provided
Entry Date: 2019
Access URL: https://www.aate.org.au/journals/english-in-australia
Accession Number: EJ1207889
Database: ERIC
FullText Text:
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  Data: Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
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  Data: This review essay begins with the premise that we are all writers. However, for a number of reasons, many teachers struggle to identify as writers and teachers of writing. In the current environment, the need for schools to adopt pedagogical practices facilitating the development of disciplinary literacies means that teachers cannot avoid the task of inducting students into the discursive practices of one or more disciplinary areas. This challenge requires a re-examination of ways in which English, 'literacy' and curriculum areas are constructed. It also demands that schools adopt ways of developing a culture of writing among its teachers and encourage and enable teachers to reflect on the identities they project to their students.
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      – Text: English
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        PageCount: 9
        StartPage: 73
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      – SubjectFull: Authors
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Writing Teachers
        Type: general
      – SubjectFull: Professional Identity
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: English Instruction
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: English Teachers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Creativity
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      – SubjectFull: Aesthetics
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      – SubjectFull: Literary Genres
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      – SubjectFull: Rhetoric
        Type: general
      – SubjectFull: Australia
        Type: general
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      – TitleFull: The English/Literacy Teacher and the Practice of Writing: A Review Essay
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            – TitleFull: English in Australia
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