How Can Students Write for ‘Authentic’ Audiences? and What Difference Does It Make?

What this episode covers

Writing just for a grade and achieving excellent grammar and context may not be the only benefit to writing for our classrooms. In this episode, we’ll find new ways that students can truly benefit from writing for an audience beyond the classroom. @KSchulten @mrskellylove @tmce0419 @larryferlazzo @bamradionetwork Katherine Schulten was editor-in-chief of The New York Times Learning Network from 2006-2018. (She is still a contributing editor there part-time, but is also working on a book based on student writing from the site.) Before coming to The Times, Katherine was a high school English teacher in Brooklyn for 10 years, then spent another nine years as a literacy consultant in public schools all over New York City. Born and raised Miami girl, who is passionate about world cultures, tasty food and inspiring others, Titiana Esteban is a lifelong learner (currently weighing options for a doctoral degree) and has been teaching for 15 years. In 2007 earned a BS Ed in Elementary Education K-6 with an endorsement in ESOL from Florida International University and in 2010 completed a MS Ed from Nova Southeastern University in Curriculum and Instruction. Kelly Love came to teaching as a second career, and has taught middle school for 13 years, and is moving to an alternative high school for her 14th year. She is an artist, writer, and teacher. Usually all three at the same time. She and her thoughts on education can be found at https://blog0rama.com/, where she is a curious curator of creative content.

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