Teaching Writing

Managing the Tension Between Freedom and Control

Authors

  • Martha C. Pennington Georgia Southern University

DOI:

https://doi.org/10.1558/wap.v3i1.1

Keywords:

Writing, Pedagogy

Author Biography

Martha C. Pennington, Georgia Southern University

Martha C. Pennington. Currently Professor of Writing & Linguistics at Georgia Southern University (USA), Professor Pennington is an international scholar with editorial experience of numerous journals and published series and a background of research and practice on writing and teacher education at K-12, college, and graduate levels. She has taught at universities and consulted on literacy in school districts in California, Pennsylvania, the United Kingdom, Hong Kong, and Japan, and she has given workshops for teachers in numerous other countries.

References

Archibald, O. (2009) Representation, ideology, and the form of the essay. Writing & Pedagogy 1(1): 13–38.

Pennington, M. C. (1999). Rules to break and rules to play by: Implications of different conceptions of teaching for language teacher development. In H. Trappes-Lomax and I. McGrath (eds.) Theory in Language Teacher Education 99–108. Harlow: Longman.

Pennington, M. C. (2002) Bridging gaps: A dialectic perspective on teacher development. In A. Pulverness (ed.) IATEFL 2002 61–74 (published version of a plenary address). Whitstable: IATEFL Publications.

Roberts, C. (2009) Professional development and high-stakes testing: Disparate influences on student writing performance. Writing & Pedagogy 1(1): 63–88.

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Published

2011-06-29

How to Cite

Pennington, M. C. (2011). Teaching Writing: Managing the Tension Between Freedom and Control. Writing and Pedagogy, 3(1), 1-16. https://doi.org/10.1558/wap.v3i1.1

Issue

Section

Editorial