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“This invaluable resource advances and illustrates a well-researched perspective: that learning to write happens most effectively when embedded in purposeful communication. Teachers will find helpful models for conceptualizing instruction, along with many rich examples of practices that bring the idea of 'writing with purpose' into the classroom. The book’s attention to genre as a cornerstone of writing instruction is especially worthwhile.”
Mary M. Juzwik, PhD, Department of Teacher Education, Michigan State University

“As a veteran teacher of 20-plus years, I highly recommend this book. The authors have synthesized writing research into practical instructional strategies that teachers can easily implement in real-world classroom situations. The book gives us valuable tools for helping students become effective writers, capable of communicating critically across the curriculum.”
Charlene Douglas, MEd, language arts teacher/literacy specialist, Andrews Middle School, Medford, Massachusetts

“I found this highly effective book to be readable and engaging. The authors do a good job of presenting theory and research in an accessible manner, without jargon and 'educationese.' They have a practitioner’s voice, often referring to their own students. Boxes at the end of each chapter suggest great activities for teachers or prospective teachers to apply, and the tables and summaries throughout the book are excellent.”
Ruie Jane Pritchard, PhD, Coordinator of English Education and Director, Capital Area Writing Project, North Carolina State University

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Karen Kuelthau Allan
Mary C. McMackin
Erika Thulin Dawes
Stephanie A. Spadorcia

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