Toward “Full-Fledged Authoring”: The Role of Expert K-4 Teachers in Content and Mechanics Integration

• In Event: Investigating Best Practices in Teaching the Humanities

Abstract

This paper takes the view that powerful writing instruction in the area of elementary school English/language arts must originate and be nurtured by observant, reflective teachers of writing who understand what it means to help children engage in “full-fledged authoring” (Moffet, 1988). In particular, this paper looks at how 7 exemplary K-4 teachers teaching in urban schools conceptualize and teach children to integrate written language content and mechanics. The paper argues that we need thoughtful adult learners who understand the value and nuances of fashioning a writing program that effectively melds written language content and mechanics.

Author

• Daniel Meier, San Francisco State University