Experiences of Alienation and Intimacy: The Work of Secondary Writing Instruction

References

1. Alonso G., Anderson N. S., Su C., Theoharris J. (2009) Our schools suck: Students talk back to a segregated nation on the failures of urban education. New York University Press.
   [Google Scholar]
2. Applebee A. N. (1993) Literature in the secondary school: Studies of curriculum and instruction in the United States. National Council of Teachers of English.
   [Google Scholar]
3. Applebee A. N. (2017) What shapes school writing? Examining influences on school writing tasks over time in US secondary schools. In Plane S., Bazerman C., Rondelli F., Donahue C., Applebee A. N., Boré C., Carlino P., Marquilló Larruy M., Rogers P., Russell D. (Eds.), Research on writing: Multiple perspectives (pp. 13–24). WAC Clearinghouse.
   [Google Scholar]
4. Applebee A. N., Langer J. A. (2011) A snapshot of writing instruction in middle schools and high schools. English Journal, 100(6), 14–27.
   [Google Scholar]
5. Au W (2007) High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258–267. https://doi.org/10.3102/0013189X07306523
   [Google Scholar]
6. Au W. (2011) Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25–45. https://doi.org/10.1080/00220272.2010.521261
   [Google Scholar]
7. Augustine S. M. (2014) Living in a post-coding world: Analysis as assemblage. Qualitative Inquiry, 20(6), 747–753. https://doi.org/10.1177/1077800414530258
   [Google Scholar]
8. Bawarshi A. (2003) Genre and the invention of the writer: Reconsidering the place of invention in composition. Utah State University Press.
   [Google Scholar]
9. Bomer R. (2011) Building adolescent literacy in today’s English classrooms. Heinemann.
   [Google Scholar]
10. Brandt D. (2015) The rise of writing: Redefining mass literacy. Cambridge University Press.
    [Google Scholar]
11. Brauer L., Clark C. T. (2008) The trouble is English: Reframing English studies in secondary schools. English Education, 40(4), 293–313.
    [Google Scholar]
12. Castanheira M. L., Crawford T., Dixon C. N., Green J. L. (2001) Interactional ethnography: An approach to studying the social construction of literate practices. Linguistics and Education, 11(4), 353–400.
    [Google Scholar]
13. Chavez F. R. (2021) The anti-racist writing workshop: Decolonizing the creative classroom. Haymarket Books.
    [Google Scholar]
14. Collins J., Blot R. (2003) Literacy and literacies: Texts, power, and identity. Cambridge University Press.
    [Google Scholar]
15. Cooper M. M. (1986) The ecology of writing. College English, 48(4), 364–375. https://doi.org/10.2307/377264
    [Google Scholar]
16. Dawson C. (2013) Writing in the English language arts. In Applebee A. N. & Langer J. A. (Eds.), Writing instruction that works: Proven methods for middle and high school classrooms (pp. 28–49). Teachers College Press; National Writing Project.
    [Google Scholar]
17. De Lissovoy N. (2010) Rethinking education and emancipation: Being, teaching, and power. Harvard Educational Review, 80(2), 203–220.
    [Google Scholar]
18. DeStigter T. (2015) On the ascendance of argument: A critique of the assumptions of academe’s dominant form. Research in the Teaching of English, 50(1), 11–34.
    [Google Scholar]
19. Emerson R. M., Fretz R. I., Shaw L. L. (1995) Writing ethnographic fieldnotes. University of Chicago Press.
    [Google Scholar]
20. Findlay E. (2019) When writers aren’t authors: A qualitative study of unattributed writers. College English, 81(5), 432–456.
    [Google Scholar]
21. Freedman S. W., Delp V., Crawford S. M. (2005) Teaching English in untracked classrooms. Research in the Teaching of English, 40(1), 62–126.
    [Google Scholar]
22. Greene M. (2000) Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass.
    [Google Scholar]
23. Grossman P. L., Loeb S., Cohen J., Wyckoff J. (2013) Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. American Journal of Education, 119(3), 445–470. https://doi.org/10.1086/669901
    [Google Scholar]
24. Inoue A. B. (2015) Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. WAC Clearinghouse.
    [Google Scholar]
25. Inoue A. B. (2019) Classroom writing assessment as an antiracist practice. Pedagogy, 19(3), 373–404. https://doi.org/10.1215/15314200‑7615366
    [Google Scholar]
26. Jeffery J. V., Wilcox K. (2014) “How do I do it if I don’t like writing?”: Adolescents’ stances toward writing across disciplines. Reading and Writing, 27(6), 1095–1117. https://doi.org/10.1007/s11145‑013‑9493‑9
    [Google Scholar]
27. Johnston P. H. (2004) Choice words: How our language affects children’s learning. Stenhouse Publishers.
    [Google Scholar]
28. Juzwik M. M., Nystrand M., Kelly S., Sherry M. B. (2008) Oral narrative genres as dialogic resources for classroom literature study: A contextualized case study of conversational narrative discussion. American Educational Research Journal, 45(4), 1111–1154. https://doi.org/10.3102/0002831208321444
    [Google Scholar]
29. Kiuhara S. A., Graham S., Hawken L. S. (2009) Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136–160.
    [Google Scholar]
30. Lamott A. (1995) Bird by bird: Some instructions on writing and life. Anchor.
    [Google Scholar]
31. Lensmire T. (1994) Writing workshop as carnival: Reflections. Harvard Educational Review, 64(4), 371–391.
    [Google Scholar]
32. Love B. L. (2019) We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
    [Google Scholar]
33. Luke A. (2004) At last: The trouble with English. Research in the Teaching of English, 39(1), 85–95.
    [Google Scholar]
34. McMillan Cottom T. (2020) The hustle economy. Dissent. https://www.dissentmagazine.org/article/the-hustle-economy
    [Google Scholar]
35. Micciche L. R. (2014) Writing material. College English, 76(6), 488–505.
    [Google Scholar]
36. Miles M. B., Huberman A. M., Saldana J. (2014) Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
    [Google Scholar]
37. Muhammad G. E. (2015) Searching for full vision: Writing representations of African American adolescent girls. Research in the Teaching of English, 49(3), 224–247.
    [Google Scholar]
38. Newell G. E., VanDerHeide J., Olsen A. W. (2014) High school English language arts teachers’ argumentative epistemologies for teaching writing. Research in the Teaching of English, 49(2), 95–119.
    [Google Scholar]
39. Scherff L., Piazza C. (2005) The more things change, the more they stay the same: A survey of high school students’ writing experiences. Research in the Teaching of English, 39(3), 271–304.
    [Google Scholar]
40. Skerrett A., Bomer R. (2013) Recruiting languages and lifeworlds for border-crossing compositions. Research in the Teaching of English, 47(3), 313–337.
    [Google Scholar]
41. Sundeen T. H. (2015) Writing instruction for adolescents in the shadow of the Common Core State Standards. Journal of Adolescent & Adult Literacy, 59(2), 197–206. https://doi.org/10.1002/jaal.444
    [Google Scholar]
42. Thein A. H., Guise M., Sloan D. L. (2015) Examining emotional rules in the English classroom: A critical discourse analysis of one student’s literary responses in two academic contexts. Research in the Teaching of English, 49(3), 200–223.
    [Google Scholar]
43. Tsing A. L. (2015) The mushroom at the end of the world: On the possibility of life in capitalist ruins. Princeton University Press.
    [Google Scholar]
44. VanDerHeide J. (2018) Classroom talk as writing instruction for learning to make writing moves in literary arguments. Reading Research Quarterly, 53(3), 323–344. https://doi.org/10.1002/rrq.196
    [Google Scholar]
45. Vasudevan L., Campano G. (2009) The social production of adolescent risk and the promise of adolescent literacies. Review of Research in Education, 33(1), 310–353. https://doi.org/10.3102/0091732X08330003
    [Google Scholar]
46. Wahleithner J. M. (2018) Five portraits of teachers’ experiences teaching writing: Negotiating knowledge, student need, and policy. Teachers College Record, 120(1), 1–60.
    [Google Scholar]
47. Whitney A., Blau S., Bright A., Cabe R., Dewar T., Levin J., Macias R., Rogers P. (2008) Beyond strategies: Teacher practice, writing process, and the influence of inquiry. English Education, 40(3), 201–230.
    [Google Scholar]
48. Whitney A. E., Ridgeman M., Masquelier G. (2011) Beyond “Is this OK?”: High school writers building understandings of genre. Journal of Adolescent & Adult Literacy, 54(7), 525–533.
    [Google Scholar]
49. Williamson T. (2017) Avoiding the gaze of the test: High-stakes literacy policy implementation. Texas Education Review, 5(2), 66–90.
    [Google Scholar]
50. Williamson T. (2019) Authoring selves in school: Adolescent writing identity. Literacy Research: Theory, Method, and Practice, 68(1), 250–270. https://doi.org/10.1177/2381336919870291
    [Google Scholar]
51. Winn M. T. (2013) Toward a restorative English education. Research in the Teaching of English, 48(1), 126–135.
    [Google Scholar]
52. Woulfin S. L. (2016) Duet or duel? A portrait of two logics of reading instruction in an urban school district. American Journal of Education, 122(3), 337–365. https://doi.org/10.1086/685848
    [Google Scholar]
53. Yin R. K. (2014) Case study research: Design and methods (5th ed.). SAGE Publications.
    [Google Scholar]
54. Yoon H. (2013) Rewriting the curricular script: Teachers and children translating writing practices in a kindergarten classroom. Research in the Teaching of English, 48(2), 148–174.
    [Google Scholar]