3 Reasons to Get the FREE Preview of My Book, Right Now

I couldn’t wait. Make Them Process It isn’t done yet. I still have to send it to an editor, but I just couldn’t hold back any longer. I want you to see what’s in there. There is some really good, practical stuff I want to get into your hands before the full release of the book. Consider it a back to school gift!

All summer long I have been putting my energy into writing a book that solves many challenges inevitably come with writing instruction:

  • Getting students to generate their own writing topics
  • Teaching grammar using a method that really sticks
  • Taking students beyond surface-level revision
  • Assessing multiple student drafts lightning quick
  • Developing a mature voice in young writers and
  • Celebrating the quality work students are completing in your classroom

I know many teachers who are looking for ways to streamline their writing instruction into a unified whole. They want to take all those discrete skills and put them all together in one place. I’m not going to say that Make Them Process It is the final answer, but it is at least several steps in that direction.

Here are 3 reasons why you should download this free preview, right now.

1. It is flexible and accommodatingMake Them Process It is not curriculum or a list of assignments. Instead, it is a how-to guide for getting maximum power out of a student composition book. Rather than disrupt your carefully planned instruction, I want to use this book as a way to come alongside you and offer support ongoing.

As you are thinking through how to deliver highly effective writing lessons, Make Them Process It can help you consider your academic year as whole, get your students to generate a lot more writing, teach your students how to revise their work at a deeper level, and help them integrate those grammar and craft lessons into their writing.

Please, keep doing what you’re doing. I don’t want you to change your lesson plans. But let Make Them Process It help you figure out how to organize everything that’s good about your teaching to uncover value in ways you have yet to consider.

2. You get ongoing support. I don’t like the idea of creating a product, convincing people to buy it, thanking the customers for their purchase, and then walking away. That doesn’t sit well with me.

Instead, I want to hear from you. I want to help you figure out how to make the teaching of writing effective and engaging for you and your students. I don’t want you to buy my book and then disappear into your classroom. I want to hear about your struggles and offer help where I can.

In 2007, I first heard about the Writer’s Notebook in a keynote address from Kelly Gallagher. I was convinced! I got started with the notebook right away, but shortly after launch, it fell out of use. I did this a few more times, eventually walking away. It took another keynote address from Kelly Gallagher several years later, with him still holding up that notebook, for me to give it another try. But this time, I was determined–I was going to get students to fill up that notebook!

And I did it too. I got through that year; it was hard. I wanted to quit more than once. I got confused, discouraged, and stuck. Several times I wanted to cry out for help, but I didn’t know who, if anyone, was listening. So, I soldiered on, made it through, and it turned out to be a rewarding experience. But if I had support at the time I needed it, I am convinced I could have taken all my efforts even further.

That’s what I want to give you. Even if you’re a pro writing teacher, I am convinced I have new value to offer you in Make Them Process It. And if your taking the plunge for the first time and need to call out for help at key moments, you should have someone there to walk with you. I’m here.

3. It won’t be free for long. In a few short weeks, the full version of Make Them Process It will be ready for release and this offer might be off the table. I don’t want you to miss out.

Pick up your free preview of the book after taking a brief survey. This is the only thing I am going ask from you in taking me up on this offer: five minutes of your time. When you click “submit” at the end of the survey, you will get access to the preview copy of the book. Take the survey and claim your free preview copy of Make Them Master It, right now!

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Share this offer with others who are looking for these solutions. Click on the social media buttons below to tell your friends.

Stick around for a discussion too: What is your #1 single biggest challenge in getting your students to integrate your lessons into their writing assignments? Answer in the comment section below.

Responsibility of the Learner

We need to make them take ownership of their learning

This week our conversation has centered on the phrase, “Whatever it takes–that’s the job of the teacher.” Monday, Tuesday, and Wednesday we read “with the grain,” accepting the text for what it said, challenging ourselves with how we can add one more thing in our pursuit to do “whatever it takes.”

Today, we read “against the grain” and challenge the idea. And I will bring into the conversation a book I have picked up for summer readingVisible Learning for Literacy.

When I first read that phrase, “Whatever it takes,” I’ll admit, I was angry. Here’s why. When I step back and look at all my commitments–full-time teaching, marriage, three kids, involvement at church, active in the community where I live–I do a lot of juggling, blending, and balancing to do get it all done. And when someone comes along and says “whatever it takes” to me, in the midst of all I do, it comes across as holier-than-thou moralizing while wagging your finger at me.

If you read the earlier posts, clearly, I got over that initial anger. But, even then, I noticed something else was bothering me. And here it is:

What about the student? Are the students doing “whatever it takes?”

I have been part of meetings where student results come back below what we were expecting, and questions were asked about what interventions we can add to help the students succeed. What else could be done? That’s a good question to ask, but how many interventions are too many? Where is the line where we can look at what the teacher did, what the student did, and say, “Yep, that teacher did everything she could and the student did not respond.”  Continue reading “Responsibility of the Learner”