Editors Michal Reznizki and David T. Coad have assembled a collection of tried-and-proven teaching activities to help both novice and experienced teachers plan, prepare, and implement writing instruction in college. 

Using teacher-friendly language and classroom examples, Deborah Dean looks closely at instructional practices supported by a broad range of research and weaves them together into accessible recommendations that can inspire teachers to find what works for their own classrooms and students.

From synesthetic poems to questioning poems to the ghazal, Kyle Vaughn offers something fun or fascinating for students and teachers as they explore the possibilities of poetry writing.

For this revised edition, Dean worked with high school teachers to refine, reorganize, and update the material to better support classroom teachers dedicated to teaching not just the process of writing but also the strategies that help students learn to write effectively throughout their lives.

The second volume in the Continuing the Journey series focuses on authentic writing instruction for the high school classroom. Ken Lindblom and Leila Christenbury draw on what research has taught them about writing—concepts deeply rooted in personal identity and real-world experience—and why we must teach writing accurately, effectively, and fearlessly.

Susanne Rubenstein shows how to focus on voice in the teaching of writing to help students take ownership of their work, enjoy what they’re writing, and produce writing that shows depth of thought and originality of expression.

This book narrates the experience of an asynchronous OWC through the dual perspective of the teacher, Scott Warnock, and a student, Diana Gasiewski, who participated in that OWC. Both teacher and student describe their strategies, activities, approaches, thoughts, and responses as they move week by week through the experience of teaching and taking an OWC.