Details

<span><span>Stronger Writing Skills for Teens</span><span> offers middle and high school teachers strategies, techniques, and materials for teaching adolescent writing. It focuses on quality writing instruction and presents the modes of writing as defined by Common Core State Standards, with strategies, tips, and suggestions for teaching each mode.</span></span>

<span><span>Preface</span></span>
<br>
<span><span>Acknowledgements</span></span>
<br>
<span><span>Introduction</span></span>
<br>
<span><span>Chapter One: The Modes of Writing and Common Core State Standards</span></span>
<br>
<span><span>Chapter Two: Vocabulary and Academic Language</span></span>
<br>
<span><span>Chapter Three: Using Writing Rubrics and Scoring Guides to Teach and Evaluate Writing</span></span>
<br>
<span><span>What are Rubrics?</span></span>
<br>
<span><span>Critique of Rubrics</span></span>
<br>
<span><span>Benefits of Rubrics</span></span>
<br>
<span><span>Sources of Writing Rubrics</span></span>
<br>
<span><span>Creating Your Own Rubrics</span></span>
<br>
<span><span>Instructional Uses for Rubrics</span></span>
<br>
<span><span>Chapter Four: Expository/Explanatory Writing</span></span>
<br>
<span><span>Chapter Five: Narrative Writing</span></span>
<br>
<span><span>Chapter Six: Argument Writing</span></span>
<br>
<span><span>Strategies for Teaching Argument</span></span>
<br>
<span><span>A Lesson Plan for Argument Writing</span></span>
<br>
<span><span>An Opposing Viewpoints Argument</span></span>
<br>
<span><span>Chapter Seven: Research Writing</span></span>
<br>
<span><span>Viewpoints Essay</span></span>
<br>
<span><span>The I-Search Paper</span></span>
<br>
<span><span>Chapter Eight: Timed and On-Demand Writing</span></span>
<br>
<span><span>Chapter Nine: Using Multimodal Text and Technology to Support Writing</span></span>
<br>
<span><span>Multimodal Text</span></span>
<br>
<span><span>Google Classroom</span></span>
<br>
<span><span>Writing in Online Spaces</span></span>
<br>
<span><span>A Sample Multimodal Project: Personal Culture Exploration Project</span></span>
<br>
<span><span>Editing and Grading Programs</span></span>
<br>
<span><span>About the Author <br><br></span></span>

<span><span>Gregory Berry</span><span> teaches English at South Salem High School, where he has also served as teacher leader, instructional coach, and department coordinator, and is also an adjunct English instructor at Chemeketa Community College. He received his BA in English, BS in Education, and MS is education from Eastern Oregon University and his doctorate in educational leadership, curriculum, and instruction from Portland State University in 2009. He is the author of </span><span>Literacy for Learning: A Handbook of Content Area Strategies for Middle and High School Teachers,</span><span> published by Rowman &amp; Littlefield in 2014 and </span><span>Cultivating Adolescent Literacy: Standards, Strategies and Performance Tasks for Reading and Writing,</span><span> published in 2017.</span></span>