Writer Identity and the Teaching and Learning of Writing

Preface Foreword Section A: Writing, writers and identity 1. Conceptualizing Writing and Identity 2. Professional writers' identities: The perceived influence of formal education and early reading Section B: Writing identity and the development of teachers 3. 'I'm not a good writer': Supporting teachers' writing identities in a university course 4. Addressing resistance: encouraging in-service teachers to think of themselves as writers 5. Developing the teacher-writer in professional development Section C: Teachers as writers: Shifting practices and positions in the classroom 6. Being a writer and teaching writing on the 'rackety bridge': Through the lens of new teachers 7. Teachers' identities as writers: Teacher, support staff and pupils' accounts of the role of emotion in the writing classroom 8. Working toward 'I'm a writer and a pretty good writer': An elementary teacher legitimising students' writerly identities while authenticating her own 9. Developing a whole-school culture of writing Section D: Students' writing identities 10. Being in the world': Students' writing identities beyond school 11. Glancing sideways at young writers becoming 12. Taught by bitter experience: A timescales analysis of Amalie's development of writer identity 13. Writing reflexively: Students and teachers shaping texts and identities Afterword Index