How This Book Works for Writing Teachers of All Stripes Foreword Acknowledgments PART 1. WHY FEEDBACK MATTERS AS MUCH AS (OR MORE THAN!) THE LESSONS WE TEACH Chapter 1. Effective Feedback in Writing: What We Know Works Feedback: The Research Support Why Don't We Live the Research? The Way Forward Growth Mindset and Feedback Making Space and a Place for Effective Feedback Wrapping It Up Chapter 2. "Integrading": How to Live in a Grading World and Still Give Feedback Grading Versus Feedback: What Are the Differences? One Historical Perspective of Grading and Feedback Designs to Help Feedback and Grading Play Nicely in the Classroom Translating These Tools Into Different Grading Systems What to Grade? A Subjective Answer to an Important Question Wrapping It Up Chapter 3. Feedback Fundamentals Fundamental 1: Discover the Writer's Identity Fundamental 2: Set the Tone Fundamental 3: Use Formative Assessment Fundamental 4: Deliver Feedback That Has the Power of Three Wrapping It Up PART 2. WORDS AND WAYS TO TRANSFORM WRITERS AND WRITING Chapter 4. When Writers Are Stuck: Feedback to Support Risk Taking The Iceberg Illusion: The Bulk of the Writer's Work Is Beneath the Surface Risk Taking: How Students See It When Writers Feel Stuck Coming Up With Ideas: Strategies to Try When Writers Feel Stuck Elaborating: Strategies to Try When Writers Feel Stuck With Taking Risks: Strategies to Try Wrapping It Up Chapter 5. When It Is Time to Stretch and Grow: Feedback for Goal Setting Goal Setting: A Few Essentials How to Set and Use Goals Effectively Feedback on Goals From Classmates Teacher Feedback on Goals Designing Written Feedback Wrapping It Up Chapter 6. When Writers Need Ownership and Agency: Feedback to Support Choice Making A Need for Choice, Now Originality, Ownership, and Agency Research Support The Trust Fall of Developing Writers Building in Choice as Part of Feedback Feedback That Offers Choices in Research Writing Feedback That Offers Choices in Text Structure Feedback That Offers Choices in Elaboration Feedback That Offers Choices in Grammar and Conventions Wrapping It Up Chapter 7. Feedback Comes Full Circle: Reflecting for Learning Reflecting for Learning Reflection as Feedback Writer-Centered Reflecting Writing-Centered Reflections Conclusion References Index
Patty McGee is a Literacy Consultant whose passion and vision is to create learning environments where teachers and students discover their true potential and power. Patty's favorite moments are when groups of teachers are working with students collaboratively in the classroom. She does her best literacy research by practicing on her two children. Prior to her work as Literacy Consultant, she was Coordinator of Professional Learning in Literacy with the Northern Valley Curriculum Center. Previously, Patty was a fourth grade teacher, a Library Media Specialist, and a Literacy Coach. Patty received her Bachelor's Degree in Elementary Education at Loyola University in Maryland, an Associate School Library Media Specialist certification through Rutgers University, and her M.Ed. in Teacher Leadership through Montclair State University. Patty has also studied literacy and literacy coaching through Teacher's College Reading and Writing Project and Iona College. She has received the Milken Educator Award (2002), worked as a consultant for Workman Publishing, Scholastic, and Corwin Press, and served on several committees for the New Jersey Department of Education. Furthermore, she has been an adjunct professor at Montclair State University and presenter at the ILA, NCTE, ASCD, and Learning Forward national conferences.
"Anyone who teaches ANY sort of writing (ahem, social studies
and science teachers too) must read Feedback that Moves
Writers Forward: How to Escape Correcting Mode to Transform Student
Writing and take Patty McGee's ideas to heart as she explores
the language teachers can use to motivate students in the
classroom." -- Joy Kirr * Teachers Going Gradeless (blog)
"I've always believed that true success in the classroom relies heavily on relationships. If you aren't connected to a student, you don't have much. In [Feedbck That Moves Writers Forward] Patty McGee says, 'Essential to effective feedback is to know our young writers-who they are, what makes them tick, and how they identify their strengths.' She goes on to say that this identity is so important because 'when a writer possesses a positive and strong writing identity, he or she is more inclined to invest in writing with passion and engagement.' The book has many suggestions for ways to get to know your writers and even examples that show the power of knowing a writer's identity." -- Where's the Joy (blog)
"Writing identity, growth mindset, and ownership and agency are central themes throughout the book. What stood out to me is the way Patty McGee makes the case that teacher language about students as writers and student writing is one of the biggest factors in a student's growth. . . . If you've ever found yourself unsure of what to say in a conference, [Feedback That Moves Writers Forward] is the book for you! McGee offers helpful language for teachers to use with writers in all situations. I was struck by how supportive and strategic the words she suggests were- tweaks in phrasing that will make all the difference." -- Kathleen Neagle Sokolowski * Two Writing Teachers (blog) *
"[Feedback That Moves Writers Forward] changed my mindset from teaching writing to teaching writers. It's a subtle difference, but an important one.. . . Planning scaffolds, real world examples, prompts will all become part of our regular learning. Students loved the JK Rowling example of planning for one of the Harry Potter books (Order of the Phoenix). The practical processes, reflection, conferencing, and feedback that Patty describes in the book have already helped me begin to meet students where they are with their writing.
I loved seeing them struggle with planning timelines, the collaboration and sharing of ideas, and actual writing that has been evident in our first few days back for term (or trimester) three. They value what they are writing because it has meaning to them, and because they themselves will be self-assessing, students are carefully editing as they go."
-- Abe Moore