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Acts of Teaching

How to Teach Writing: A Text, A Reader, A Narrative, 2nd Edition

by Joyce Armstrong Carroll and Edward E. Wilson

Foreword for First Edition by Janet Emig
Foreword for Second Edition by Edmund J. Farrell


Comprehensive, innovative, and practical, this text offers educators a powerful approach to teaching writing by focusing on engaging students in grappling with words and experiences to make meaning.

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December 2007

Libraries Unlimited

Pages 544
Volumes 1
Size 7x10
Topics Librarian's Instructional Role/Teaching Resources, K-12
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Carroll and Wilson have taken their successful Acts of Teaching into the 21st Century with this totally revised second edition. While maintaining the best of Acts, Acts II moves the paradigm into the global age. Comprehensive, innovative, and practical, and with forewords by two of the most noted scholars in the field, Janet Emig and Edmund J. Farrell, this text offers educators a powerful approach to teaching writing. Rather than repetitive exercises, it focuses on engagement and interaction so students grapple with words and experiences to make meaning.

In Acts II the writing process and assessment gain a new dimension. Recent research supports its content and strategies while cognitive development and neurological theories, early literacy, inquiry, and writing as a mode of learning across all disciplines and grade levels have been invigorated. Topics include students, shifts and skills for the global age, the writing process, and assessment, three chapters on how to teach grammar within the writing process, collaboration, post writing, and publishing. This book meets the needs of anyone writing or teaching writing. Grades PreK-12.

Table of Contents

Foreword to ACTS II by Edmund J. FarrellForeword to ACTS I by Janet EmigPreface: A ParableIntroduction: Our Flattened WorldPart I: The ProcessChapter One: PrewritingChapter Two: Writing and OrganizingChapter Three: Writing as a Social ActChapter Four: Grammar and CorrectingChapter Five: Grammar through RevisionChapter Six: Grammar through ReformulationChapter Seven: Post Writing and PublishingChapter Eight: AssessmentPart II: The Theory and PedagogyChapter Nine: Brain PowerChapter Ten: Learning How to LearnChapter Eleven: Early LiteracyChapter Twelve: ResearchChapter Thirteen: Writing as a Mode of LearningBibliographyAppendicesIndex



"This updated text focuses on educating teachers with unique ways to engage students in the activity of learning to write....Chapters on how to shape student writing, assess writing, edit paragraphs, publish, and write collaboratively give teachers a broad spectrum of writing knowledge. The book's second half elaborates on the growth and development of the brain as it pertains to learning in adolescents, cognitive theories of learning, and connecting with the writer through reading and research....The samples of student writing and examples of teacher moderated exercises will be a welcome assistance to first time teachers whether it is elementary or middle school."VOYA

"Now in an extensively updated and significantly expanded second edition Acts of Teaching: How To Teach a 501-page compendium of instruction on all aspects of the art and craft of teaching aspiring authors how to write effectively regardless of the genre or discipline they are writing in or for....Acts of Teaching is not only very highly recommended as an educational curriculum guide and supplement for the teaching of writing in a college or university level course, it is also invaluable reading for any aspiring writer seeking to become as effective as they can be within the demands of any scientific discipline, literary genre, or commercial enterprise they might find themselves working in."Wisconsin Bookwatch

"This updated text focuses on educating teachers with unique ways to engage students in the activity of learning to write."VOYA


"This gem of a book not only identifies qualities of good writing, it also shows writers how to produce quality. Carroll and Wilson 'get it.' To write well is difficult. Yet hard work can yield joyful results."—Cris Tovani, author of I Read It But Don't Get It and Do I Really Have to Teach Reading?

"When it comes to teaching writing, Carroll and Wilson have written the 'go-to' book. The new and updated Acts of Teaching is a cause for celebration. Keep it handy--you'll find it inexhaustibly practical and effective. And no wonder: this book is the creation of two great theorists whose lifework has been shoulder-to-shoulder with classroom teachers."—Will Hobbs, author of Bearstone, Jason's Gold, and Crossing the Wire.

"Joyce Armstrong Carroll and Edward E. Wilson's book is full of the insight, scholarship and practical advice they have gleaned in their many years in the field, teaching writing and teaching the teaching of writing, delivered with warmth and humor and understanding."—Katherine Mosby, award-winning novelist and instructor at New York University.

"The 2002 'No Child Left Behind' Act has forced educators to reflect on what is working in classrooms around the nation, and what will best help students to face the challenges of the twenty-first century. Joyce Carroll, Ed.D,, H.L.D. and Edward Wilson in their book, Acts of Teaching, Second Edition, provide invaluable insight into what classrooms in the 21st century should look like in terms of writing and reading. Acts of Teaching II equips teachers to teach writing in a way that students get excited about writing, and for visionary teachers and administrators, that is truly leaving no child behind."—Fernando Castillo, principal of Donna High School in the Rio Grande Valley, Texas.

"Acts of Teaching offers teachers of writing and those who support them a comprehensive resource that includes expansive research and solid pedagogy. In its first edition, it served as an indispensable guide to educators. In its second edition, it becomes an essential text. Teachers and supervisors will make it a constant companion in their work. It is the right book at the right time--a time when educators recognize quality writing instruction as a key to not only improved student performance but also enlightened thinking."—Judy Wallis, Ed.D., Language Arts Director, Department of School Improvement & Support, Spring Branch ISD, Texas.

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