Abstract
This essay illustrates three theoretical concepts for the pre-service writing classroom learned from Wendy Bishop and Diane Holt-Reynolds: teachers of writing should be writers themselves; testimonials from writers should shape pre-service writing curricula; and content knowledge and the ability to teach content knowledge are discreet skill sets. Three practical assignments are presented to articulate these theoretical concepts in the pre-service writing classroom: Digital Poetry, Qualitative Interview Study, and Embedded Research.
Recommended Citation
Wirtz, Jason H.
(2013)
"Positioning Preservice Teachers as Writers and Researchers,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2:
Iss.
1, Article 8.
Available at:
https://scholarworks.wmich.edu/wte/vol2/iss1/8
Included in
Curriculum and Instruction Commons, Rhetoric and Composition Commons, Secondary Education and Teaching Commons