new directions reading writing and critical thinking

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New Directions : reading, writing, and critical thinking : teacher's manual

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ISBN: 0521541727

ISBN13: 9780521541725

New Directions: Reading, Writing, and Critical Thinking

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New Directions Second edition is a thematic reading and writing-skills text for advanced learners that bridges the gap between ESL and college writing courses. New Directions is a thematic reading/writing book aimed at the most advanced learners. It prepares students for the rigors of college-level writing by having them read long, challenging, authentic readings. This emphasis on multiple longer readings as a precursor to writing gives New Directions... Read Full Overview

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New directions: reading, writing, and critical thinking (cambridge academic writing collection) - softcover, gardner, peter.

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• Publisher Cambridge University Press
• Publication date 2005
• ISBN 10  0521541727
• ISBN 13  9780521541725
• Binding Paperback
• Edition number 2
• Number of pages 304

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New directions

Reading, writing, and critical thinking, by peter s. gardner.

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Dedicated to Teachers

• Ellin Keene
• The Literacy Studio
• Middle School
• Education Policy
• Language Arts
• Lucy Calkins
• View All Topics

3 Moves for Crafting Sessions That Integrate Reading and Writing

The following is an adapted excerpt from Ellin Keene’s The Literacy Studio . Ellin is currently running a 3-day workshop based around the text. See more details here !

If you buy in (at least for the moment) to the idea that we need to integrate reading and writing content to engage kids, give them more choice, and allow us to deepen instruction, we’ve got to talk about the tools we use to do that in the Crafting Session.

Instruction moves

• Thinking aloud
• Demonstrations

1. Thinking Aloud: Showing How Readers and Writers Think

• Teachers read aloud or write publicly, pausing to explicitly narrate their thinking processes .
• Teachers are clear about how the learning target (concept, strategy, tool, standard) on which they’re focused helps them read or write more fluently, comprehend more deeply, or write more effectively than they would without it.
• Teachers work to ensure precision in their think-alouds, focusing on the most universal application of the concept— how can readers and writers expect to use this target going forward?
• Teachers resist the urge to think aloud about the most obvious content or new vocabulary in the text or to focus on what can be observed directly in writing, opting instead for the kind of deep thinking and meaningful writing they hope to see in students’ work.
• Teachers are clear in describing how students can apply the concept independently.
• Teachers describe their lives as readers and writers—where and when they like to read; how they choose books; what they prefer in relation to author’s style, content, and genre; how they choose writing topics and plan their writing; and what tools and craft moves they like to use.
• Teachers help students develop and describe their own preferences as readers and writers including what authors they love and which topics resonate most for them as writers.
• Teachers help children develop an identity as a reader and writer through discussion , catching them in the act of trying new strategies and tools and naming what they try.
• Teachers create a classroom environment conducive to in-depth learning —there are spaces conducive to group work, independent work, and small-group discussion; books, texts, and writing materials are accessible; and records of children’s thinking, class goals, and group ideas line the walls. Students’ identities and strengths are highlighted through photographs of them at work.
• Teachers ensure that learning experiences are authentic —that what they ask students to do in class is something readers and writers might choose to do outside of school.

3. Demonstration: How do Readers and Writers Interact with Each Other in the Literacy Studio?

• Teachers demonstrate or assist in student demonstrations designed to show the rituals and routines that lead to and sustain community in the classroom throughout the year.
• Teachers set up walk-through demonstrations in which students enact the processes of obtaining resources and materials (i.e., book and writing topic selection) in the classroom or transition from one activity to another.
• Teachers demonstrate or assist in student demonstrations to show how students share their thinking about books via oral, written, artistic, or dramatic means (how book clubs, think-pair-share, turn-and-talk, and other interactions work).
• Teachers demonstrate the process of peer conferring in response to a text and in response to another writer’s piece— how to listen actively and give helpful feedback through questioning.
• Teachers show through “fishbowl” types of demonstrations how students can build on other students’ ideas in discussion and how they can use “open forum” in which the whole group converses about a book or another student’s writing.

Thinking aloud, modeling, and demonstrating are three powerful instructional tools you use to achieve just the right impact in the Studio. You can pick and choose among them to provide variety in your instruction and to ensure that your students perceive you as another reader and writer who struggles and succeeds, sets new goals, and works to understand more deeply and write more clearly and movingly.

Ellin is leading a 3-day workshop based on the text. There’s still time to register!   

Listen to Ellin on the Heinemann podcast Commuter Series . 

Topics: Ellin Keene , The Literacy Studio

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New Directions in Psychoanalytic Thinking

Writing and critical thinking from a psychoanalytic perspective.

New Directions is a three-year postgraduate training program for clinicians, academicians, and writers who want to develop a richer understanding of modern psychoanalytic perspectives and apply it to their own work. In seasonal weekend conferences and optional summer and winter retreats, our community of students, alumni, teachers, and guest faculty come together to explore selected aspects of the psychoanalytic domain. The range of conference topics has been broad: memory, gender, trauma, infancy, evil, dreams, the body, creativity, mourning, projective identification, and the psychology of the therapist, have been the subjects, among others, of our weekends. Weekend conferences are held at hotels in the Washington, DC, metropolitan area.

A special focus of the program is writing. While some of our students are extensively published and others are inexperienced, they are all invested in developing their authorial skills. While some are pursuing professional writing, several are interested in the crafting of essay, memoir, fiction, and poetry. Exposing our work to others is vulnerable business, and getting the wise support of mature colleagues is crucial in enabling us to take that risk. We clarify and sharpen our thinking by writing. A variety of program components support this effort. We use groups that review brief assignments written for each conference, craft-oriented writing workshops, forums for critical review of published writing, and collaborations that facilitate ongoing writing projects. We have recruited a cadre of English teachers from area universities who are paired with our psychoanalyst faculty as writing group leaders.

Many of our graduates continue to participate in the program because they find New Directions a supportive professional community in which they can continue to develop – as thinkers, as writers, and as professionals. Some have found that they have made substantial progress as writers particularly during their alumni years. Our students range in age from their thirties to their eighties, they come with a variety of perspectives, and, given the program’s design, they are able to come from all over the continent and even from overseas.

• Weekend Conferences

Each year we use three weekend conferences, scheduled in the Fall, Winter, and Spring, to focus in depth on topic areas chosen for their contemporary interest. The function of the conferences is to look critically at the emerging ideas in these developing areas, thus training the participants to become rigorous psychoanalytic thinkers. At each weekend, we are helped in this project by a faculty of local and national teachers who are expert in the relevant fields. Each conference is also aimed at developing the students’ capacities as writers, using group meetings, writing workshops, and brief writing assignments. A detailed description of the weekends appears in the following pages.

Weekends run from 9 am Friday morning to 12:45 pm Sunday afternoon, including one evening session. The format includes both large group lectures and discussions and small group meetings, the latter primarily focusing on the participants’ writing. Each weekend offers approximately eighteen hours of continuing education credit.

• Original Writing

In addition to writing brief essays for each weekend, the participants are encouraged to take on larger writing projects. Some participants may opt to write books or substantial papers, others may want help in writing shorter essays or pieces for oral presentation, and yet others may choose to take the Program without a formal writing goal. Those participants who choose to undertake a writing project can be assisted in this endeavor by a writing consultant chosen from an international roster, which includes many leading contemporary theoreticians. Participant and consultant will develop their own format for working together, and they may collaborate in person or by phone, fax, mail or e-mail. Consultant roster.

Summer & Winter Retreats

An optional week-long summer retreat workshop will be held August 14-19, 2011, at The Omega Institute in Rhinebeck, NY. Click here for more information . The winter retreat is a four-day event focusing on writing projects. Each days work was reviewed both with an individual mentor and in an evening small group. The next winter retreat is scheduled for December 2011. More information on the winter retreat will be available in the fall 2011.

• Students and Graduates
• Past Conferences
• Application 
• Printable Brochure

A program of the Washington Center for Psychoanalysis for experienced clinicians, academicians and writers.

This excellent program provides an integration of reading, thinking and writing that is unique in the field. It permits an in-depth treatment of subject matters which creates its own consuming excitement. I warmly recommend it.”

Peter Fonagy, Ph.D., FBA (Freud Memorial Professor of Psychoanalysis, University College, London)

Copyright © Washington Center for Psychoanalysis

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New Directions Instructor's Manual: An Integrated Approach to Reading, Writing, and Critical Thinking

• ISBN-10 052165775X
• ISBN-13 978-0521657754
• Publisher St Martins Press
• Publication date July 28, 1998
• Language English
• Dimensions 6 x 0.25 x 9 inches
• Print length 60 pages
• See all details

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• Publisher ‏ : ‎ St Martins Press (July 28, 1998)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 60 pages
• ISBN-10 ‏ : ‎ 052165775X
• ISBN-13 ‏ : ‎ 978-0521657754
• Item Weight ‏ : ‎ 3 ounces
• Dimensions ‏ : ‎ 6 x 0.25 x 9 inches

About the author

Peter s. gardner.

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