Author Archives: Frances Lown

Heinemann Fellow Tricia Ebarvia: “How Inclusive Is Your Literacy Classroom Really?”

In 1981, my family moved eighteen miles from northeast Philadelphia to the suburbs. Because I had just turned five, my parents decided we needed to move into a better school district. This meant moving from a predominantly black neighborhood to a predominantly white one. I didn’t know it then, but it would be my first lesson in how segregation works.

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Amy Ludwig VanDerwater on The Many Uses of Poetry

Poems Are Teachers book cover

"Poems explore everything. You can go anywhere," explains Amy VanDerwater, author of Poems Are Teachers . In her new book, VanDerwater argues that poems should be the backbone of writing instruction, instead of being swept under the carpet as an afterthought. She shows us that there is a poem for every kind of life experience, big or small. 

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Sneed B. Collard on The Beauty of Pairing Down

Teaching Nonfiction Revision book coverAdapted from Teaching Nonfiction Revision by Sneed B. Collard III & Vicki Spandel

I have a confession: I love to cut. Almost nothing pleases me more than to read through a manuscript and find a sentence, a paragraph, a page – entire chapters – that can be placed under the guillotine and dispatched into history once and for all. My general rule of thumb? If I can’t cut at least a quarter of my first draft then I’m not doing my job. 

Fortunately, the majority of early drafts contain more fat than Iowa-raised bacon. Let’s talk about Texas Chainsaw Massacre-style cuts – you know, hacking off large sections of your manuscript to make it better. How do you know where to begin? 

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Does Your Writing Assessment Help Writers or Pac-Mans?

Reimagining Writing Assessment Maja Wilson book cover

The following is adapted from Reimaging Writing Assessment: From Scales to Stories by Maja Wilson.

I was mostly disinterested in the Atari that my brother got for Christmas in the late 1970s; the excruciatingly slow back-and-forth of Pong bored me. But when Pac-Man was released in 1982, I was intrigued; fleeing a ghost made sense to me. Still, I was confused by Pac-Man’s motivation when it came all to those wafers. One after another, screen after screen, he just kept gobbling them up.

“Why is Pac-Man always so hungry?” I asked my brother while awaiting my turn at the joystick.

His explanation was offered with an exasperated eye roll, “He isn’t hungry. You get a point for each one.”

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Incorporating Field Research into Writing Instruction

Writing Instruction

Adapted from Teaching Nonfiction Revision by Sneed B. Collard III,  and Vicki Spandel

Inexperienced writers often consider research a waste of time. Rather than reading books, watching a documentary, or talking to an expert, they prefer to dive into writing like a penguin chasing a sardine. The problem with this approach is that a writer may dash off a rousing first paragraph only to find she doesn't know enough about her topic to add even one more good line. Thoroughly investigating a topic can solve this problem — and do much, much more. 

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It’s Not You, It’s the Tool

Reimagining Writing Assessment Maja Wilson book cover

The following is adapted from Reimagining Writing Assessment by Maja Wilson

Good news: if you feel like you’re bashing your head into a brick wall as you try to make assessment work for you, generate data for the common district assessment, prep students for the SAT, and satisfy your institution’s accreditation mandates, take heart. It’s not you. Mainstream writing assessment tools are incapable of doing what we want them to do. That’s because the system that shaped these tools works at cross-purposes with our best intentions as knowledgeable teachers, invested writers, and compassionate human beings who teach for a more inclusive democracy. I desperately wish it were possible to simultaneously honor these intentions and appease the powers that be. The knowledge that you can’t serve two feuding masters, however, can be a relief.

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