1.

What are zombie practices that Culham (2014) has observed teachers using that
impede development of students’ writing proficiency? What does she suggest
teachers do instead?
Some zombie practices that Culham (2014) has observed teachers using that impede
development of students’ writing proficiency are assigning students topics every time they write,
teaching skills in isolation, and assigning vocabulary lists. Instead, she suggests that teachers
should allow students to have a choice in what they write, teaching in the context of reading,
skill by skill, and exploring word meanings and developing a fascination for language.

2. Look over all the statistics Culham (2014) provides in Ch 1. What do you think about
these numbers? How do these statistics impact you as a future teacher? According to
Culham (2014), how can the U.S. literacy crisis be remedied? Reflecting on her
assertion, what can you do as a future teacher to improve your students’ literacy
skills?
I was shocked looking at some of the statistics provided in chapter 1. For example, I was
taken aback reading that 19% of high school graduates can’t read. How could they receive a high
school diploma and not know how to read? I know that the education system has its flaws;
however, I did not realize how much of the population either cannot read at all or have a low
reading level. These statistics impact me as a future teacher because I will need to get to know all
of my students and what reading level they are at. From there, I will have to work with them and
choose texts based on their level. According to Culham (2014), the U.S. literacy crisis can be
remedied through engaging students in tough but transformational work. She talks about how
teachers must develop curriculum based on essential writing skills and make sure it deepens over
time. As a future teacher, I can teach writing and reading together as mutually supportive
language processes in order to improve students’ literacy skills. I can also be more personal
when it comes to grading rough drafts. Instead of filling up their paper with marks, I could have
conferences with students and offer focused suggestions for revision and editing.

3. What are mentor texts? What are examples of mentor texts you can use in your
methods/student teaching placement? Explain why.
Mentor texts use reading to teach writing, or reading a text using a writer’s eye. An
example of a text I could use in my placement is Poet X by Elizabeth Acevedo. It is a slam
poetry novel. I could use this as a guide to teaching my students about slam poetry and
eventually have them create and perform their own slam poem. Another text I could use in my
placement is Night by Elie Wiesel. I could use this as a guide to teach about narrative writing
since the book is an autobiography.

4. What are the 4Ws? Explain what each practice consists of in 2-3 sentences each.
Writing Process: The writing process focuses on how writing is generated. It consists of
prewriting, drafting, feedback, revision, editing, and publishing.
Writing Traits: Traits are the vocabulary used to describe what good prose looks like in its
different forms. These include ideas, organization, voice, word choice, sentence fluency,
conventions, and presentation.
Writing Workshop: The writing workshop emphasizes the social and collaborative nature of
writing and is built on the writing process model. This gives students time for peer review,
allowing them to receive feedback from their peers while they teacher goes around and confers
with groups.
Writing Modes: There are three modes for different types of writing: narrative, expository, and
persuasive. Writing mode depends on the purpose, which is key to helping students understand
what they are writing.