When Teaching Writing Gets Tough

Annamary Consalvo is an associate professor of literacy at The University of Texas at Tyler.Ann D. David is an associate professor of teacher education at the University of the Incarnate Word and co-director of the San Antonio Writing Project.

• ContentsIntroduction  1Part I: Wicked Components of the Writing Process1.  Micromoments in a High School English Classroom: Wicked Problems and Wicked Solutions of Teaching Writing  15Annamary Consalvo2.  The Wicked Problem of Revision  26Denise N. Morgan and Jessica Hrubik3.  Positioning Writers as Decision Makers  36Valerie TaylorPart II: Intersection of Wickedity and Authenticity4.  Overcoming Wicked Writing Formulas With Adaptive Creativity and Design  47Tiffany Larson and Brett Stamm5.  Working With Teachers of Writing in At-Risk Schools: The Effects of Professional Development  57Julie Smit, Lien Nguyen, Narges Hadi, and Lu Guo6.  Audience and Authenticity: The Wicked Way to Build Motivation and Confidence  67Garrett SimpsonPart III: Assessment7.  “We Just Don’t Write Like That in Class”: Teachers and Students Take On the Wicked Problem of High-Stakes Writing Assessment  75Joelle Pedersen8.  Making Notebooks Institutionally Visible: The Wicked Problem of Assessing Notebook Practices  86Ann D. David9.  Handling Wicked Problems Isn’t Always About Solving Them, Is It?  98Heathcliff Lopez and Candice MendiolaPart IV: Transition From High School to College10.  The Wicked Problem of the High-School-to-College Writing Transition: Interrogating the Metaphors That Guide Our Practice  109Amber Jensen, Amy D. Williams, Joseph Wiederhold, and Chanel Earl11.  Writing Is . . . Meaningful, Independent, Authentic, and Blended: Moving From the Wicked Problems of Standardization and Compartmentalization  120Lara Searcy and Libby Vance12.  Writing in the Age of AI: The Wicked Problem of Process Versus Product  130J. J. Sylvia IV and Elise TakehanaConclusion  141Index  143About the Authors  149