Author Description

The evidence associated with writing performance across the United States shows a lack of conventional control in writing. The instructional reaction to the evidence has always been to ignore it or to "worksheet" it to death. This book provides a much-needed third alternative that features serious attention to the writer's craft in a thoughtful, constructive, and authentic manner. This book rests on the proposition that attention to capitalization and punctuation has failed to enhance young writers performances because the attention has not occurred in the context of the writers own writing. Therefore, this book is not only about writing conventions, it is also about teaching and learning in the context of young writers own writing. Designed for elementary school writing teachers or after-school education programs with a writing focus.