Teaching Writing
A Principled Revolution in the Teaching of Writing
Excerpt
It is for this reason, then, that I agree with Smagorinsky that “principled practice,” as opposed to “best practice,” is a viable mechanism by which our profession may actually achieve the revolution we have aspired to. By principled practice, Smagorinsky refers to teachers taking into account the various forces, needs, and resources operating in the classroom; planning instruction from a platform of informed teacher knowledge; and engaging consistently in reflective practice with others. And since principled practice requires faithful adherence to the findings of educational research, it “invests a great deal of authority and responsibility in the teacher” while precluding an “anything goes” approach (Smagorinsky 20).
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This episode features Rob Cameron, a teacher, linguist, and writer who organizes the Brooklyn Speculative Fiction Writers and founded the Constellations Mentorship program for the Octavia Project. Rob is interviewed by Max Limric, a pre-service elementary teacher who became interested in the power of children's and young adult literature, having grown up with speculative stories like Harry Potter and The NeverEnding Story.
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