How+we+specifically+help+boys+write?+(Newkirk+&+Kent,+Chapter+20)


 * Discussion Question**

According to Michael Smith and Jeff Wilhelm (Chapter 20, Newkirk and Kent), "the dominant models for teaching writing do not do a very good job helping students feel that they are competent before they are asked to write." Do you agree with Smith and Wilhelm that today's English classrooms contribute to boys' low performance levels in writing? Why or why not? As a future teacher, how will you design writing lessons that help your students develop a feeling of competence?

**Annotated Bibliography**
Neal, Ian and Angelique O’Brien. “Boys’ Writing: A ‘Hot Topic’…but what are the Strategies?” //Education-Today//. (March 2007). Accessed 5 December 2010. <[]>


 * This article discusses the gender gap in writing proficiency between boys and girls and describes a case study focusing on three main areas of writing in the classroom: variables effecting children’s literacy that does not involve gender, classroom strategies in teaching writing, and the role of handwriting in the development of student writing ability. The authors speak of the imperativeness of and direct link to student competence in their writing performance and a link in poor handwriting skills and writing achievement particularly as it relates to boys. Neal and O’Brien also talk about the importance of journal writing in order to allow reluctant writers to experiment with their writing.

Garibaldi, Gerry. "How the Schools Shortchange Boys" //City Journal.// (2006) Accessed 4 December 2010//.// //[]//


 * This article discusses feminization in the schools. Most of the classrooms disengage boys and their way of learning. It also touches on the ratio of boys vs. girls who get put into the Special Ed programs. The author states that boys aggressive and rationalist nature is often looked upon as a behavior disorder, and therefore more boys are put into these programs when they might not need it.

Tyre, Peg. "The Trouble with Boys". //Newsweek//. (January 2006). Accessed 5 December 2010. []


 * This article discusses the difficulties boys face with reading and writing and the mental/physical developments of boys and girls that affect the way they learn. The author provides you with evidence from different studies showing different methods adapted in the classroom that improved boys test scores and performance. It touches a lot on the maternity of gender and how it may put boys at a disadvantage.

Brozo, William G. //To be a Boy, to be a Reader//. International Reading Association. Newark, Dealaware. 2010. LC1396.5 .B76 2010.


 * This book focuses on reading and boys but has chapters devoted to Language Arts. There is a focus within the text on remedial education and low income schools and situations. The book gives ideas and books that may be able to inspire boys towards reading and engaging with texts. While the book is not focused on writing there is clear connection between literacy, reading, and writing.

Smith, Micheal W. and Wilhelm, Jefferey D. //Going with the Flow: How to Engage Boys (and Girls) in Their Literacy Learning//. Heinemann. Portsmouth, New Hampshire. 2004. LC1394 .S65 2006.
 * The book was co-written by the antuhor of the chapter in //Teaching the Neglected "R"// which focuses on boys and writing and is a follow up to a popular book //Reading Don't Fix no Chevys//. This book gives concrete examples of in class instruction in reading and writing. The text also gives examples of activities that prepare studetns for assignments what the authors call "gateway" assignments, which promote a feeling of competence so important in the instruction of boys.

Gurian, Micheal and Stevens, Kathy. //The Minds of Boys//. Jossey-Bass. San Francisco. 2005. LC1390 .G87 2005.
 * This book explores the psychology of boys as students. It explains what motivates and demotivates boys in learning. The book also explores helping special needs boys. The authors only touch on boys and writing but they provide insight into creating positive and egaging learning enviroments for different kinds of boys.

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