Teaching writing that is relevant to your students and their futures

What kind of writing do we do beyond school? It certainly isn't the well-known  five-paragraph essay or tight iambic pentameter. In today's workforce, the purpose of writing is to communicate complex ideas specific to career fields. Students need more than simply mastering academic writing, so Teaching Writing From Content Classroom to Career shows how to combine writing instruction teachers already share - language selection, tone, voice, audience, organization, and style - with meaningful writing tasks so students can connect classroom writing to the world of their work and their futures. Authors Maria C. Grant, Diane Lapp, and Marisol Thayre explain ways to show students how writing works in the world of work with

• Ready-to-go lesson plans focused on relevant, world-of-work writing tasks and formats


• An overarching rubric of key skills as well as student-self-assessment rubrics to make instruction and implementation crystal clear


• Downloadable and reproducible tools for both students and teachers for ease of implementation


• Exemplar mentor texts from the workplace in multiple disciplines that showcase writing's essential connections to workforce readiness


• Suggestions for using AI to generate exemplar texts


• Examples of how to be a successful communicator who knows how and when to move in and out of different modes of language

Full of tools, resources, and strategies that are easy to implement and seamlessly overlay school writing curriculum, this book sets students on the path to academic and career success through writing.

Maria C. Grant, EdD, is a professor in the Department of Secondary Education at California State University Fullerton and the director of the Single Subject Credential Program at CSUF. She works with both pre-service and in-service teachers in the credential program and at school sites. Her work includes research and publications in the areas of disciplinary literacy, literacy in the content areas, science education, and pedagogy. In addition to her efforts at the university, Maria's experience includes many years of teaching in high school and middle school science classrooms. She has taught physics, oceanography, coordinated science, chemistry, and earth science. She currently supports learners as teacher and coach at Health Sciences High & Middle College. Over the years, Maria has acted as a leader in curriculum development and professional development at both the school and district levels. Her most recent efforts include research and professional development work centered on reading, writing, and language within content classrooms. Maria can be reached at mgrant@fullerton.edu. Follow her on twitter at @mgrantfullerton

Introduction
Chapter 1: Why Am I Writing This?
Chapter 2: Who Am I Writing This For?
Chapter 3: What's the Best Way to Say It?
Chapter 4: Structure and Evidence: How Do I Present My Case Most Effectively?
Chapter 5: Revision: How Can I Make My Writing Crystal Clear?
Chapter 6: Putting It All Together: Writing Readiness Equals Career Readiness
Appendix