-
Be familiar with district, state
and national standards for writing instruction, with the writing
curricula in secondary schools;
-
Be familiar with the goals,
objectives, and structures of writing programs in your and others’
schools;
-
Be aware of the diverse writing
interests and abilities of young adults;
-
Be
familiar with the composing processes young writers use to rehearse,
draft, revise, and publish, and with the environments that teach and
strengthen these processes;
-
Be able to analyze the strengths
and weaknesses of various approaches to the teaching of writing and
the roles teachers play;
-
Be familiar with the types of
writing stressed in the curriculum (essay, literature, civic
writing, research reports) for various grade levels;
-
Understand writing as a social
activity and the value of collaboration, peer support and response,
and ways to nurture these in the classroom;
-
Be aware of and able to use
strategies for assessing and responding to writing through written
comments and in conferences;
-
Be able to conduct an effective
mini-lessons on one aspect of writing;
-
Be familiar with strategies for
assessing and evaluating writing in the classroom and statewide, and
able to assess using a rubric;
-
Be able to identify ways writing
instruction can be effectively integrated with and support the
teaching of literature, speaking, and viewing;
-
Be familiar with resources for
student writers in print and on the Internet;
-
Be familiar with and able to
locate and use resources available to English teachers through the
National Council and local professional organizations (INCTE, NIWP);
-
Develop confidence as a
prospective teacher of writing.
