Writing hope strategies for writing success in secondary schools : : a strengths-based approach to teaching writing / / Nicole Sieben, SUNY College at Old Westbury, New York, USA.

• Author: Sieben, Nicole.
• Place / Publishing House: Leiden ;, Boston : : Brill.; c2018.
• Year of Publication: 2018
• Language: English
• Physical Description: 1 online resource (xxvii, 269 pages) :; illustrations
• Other title: Front Matter --; Copyright page --; Dedication --; Foreword /; Acknowledgements --; My Path to Writing Hope --; Theories of Hope and Writing --; Hope in Education --; Writing Hope --; Determining Where to Start with Each Student --; Writing Hope Situated Within a Writing Growth Mindset --; Goal Pursuits Through Writing Hope --; Life Hope as a Metaphor for Writing Approaches --; Intentional Goal Setting and Guided Journaling --; Writing Hope Strategies for Writing Success --; Writing Hope Pathways Strategies for Building Writing Success in Students --; Writing Hope Agency Techniques for Motivating Student Writers --; Providing Effective Feedback on Student Writing --; Authentic Assessment for Building Writing Hope --; Writing Hope as a Matter of Social Justice --; Back Matter --; Appendices --; References --; About the Author and Contributors --; Index.
• Bibliography: Includes bibliographical references (p. 249-255) and index.
• ISBN: 9463512217
• Hierarchical level: Monograph
• Statement of Responsibility: Nicole Sieben, SUNY College at Old Westbury, New York, USA.

This book provides ways of thinking about the teaching of writing in secondary schools (with applications to college writing) and shares research-based strategies for immediate use in the classroom. The strengths-based, classroom-tested, student-centered writing hope strategies shared within the Writing Hope Framework (WHF) are designed to allow students to work within their own unique writing processes and insert their individual writers’ voices and styles authentically. The Writing Hope Framework allows students to choose which strategies and stages of the writing process they wish to engage in for purposeful writing goal attainment; it recognizes unique writing approaches and accounts for these differences in curricular design and implementation. Teachers can assess the writing abilities and self-beliefs of the students in their classes using a variety of strategies provided and then guide students in their pathways selection processes for writing. Given the nature of this research and its application, it is the intention of this book to bring readers through a process of hope that can facilitate life hope and writing hope in the classroom for and with students. Hope is not exclusively for the already hopeful students; it is also, and perhaps more critically, for those students who do not presently see hope in their lives but who can. Every student is capable of hope if it is facilitated effectively and purposefully.