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Abstract

This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then describes a pedagogy of “writing hope” and details the ways a hope-focused approach to teaching writing processes can guide teachers of writing in their instructional endeavors with K-12 students. The manuscript concludes with how writing methods instruction that includes hope-focused, process-driven approaches grounded in social justice reasons of voice and choice can empower writers at all levels.

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