ABSTRACT In this theoretical article, I argue that classroom teachers are in an ideal position to help students make sense of and take action regarding pressing social issues. Yet according to past research, writing instruction in the United States tends to focus on short, formulaic assignments that do not require criticality or connect to real-world events. Additionally, this trend is more pronounced for historically underserved students, particularly students of color and/or students with lower socioeconomic statuses. To address this problematic trend, I propose a powerful writing pedagogy (PWP) that blends evidence-based practices with methods for increasing authenticity, while emphasizing critical composition pedagogy, resulting in a theoretically comprehensive pedagogy that provides necessary skills and strategies, connects to students’ lives, responds to sociopolitical realities, and provides opportunities to impact actual, intended audiences. PWP illustrates that striving for social justice, increasing authenticity, and supporting skill and strategy development are mutually supportive goals for writing instruction.

中文翻译：

---

在美国公立学校实现强大的写作教学法

摘要在这篇理论文章中，我认为课堂教师在帮助学生了解紧迫的社会问题并采取行动方面处于理想位置。然而，根据过去的研究，在美国，写作指导倾向于集中在简短的，公式化的作业上，这些作业不需要关键性或与现实世界中的事件相关联。另外，对于历史上服务欠缺的学生，尤其是有色人种和/或社会经济地位较低的学生，这种趋势更为明显。为了解决这一问题趋势，我提出了一种强大的写作教学法（PWP），该方法将基于证据的实践与提高真实性的方法相结合，同时强调批判性教学法，从而形成了一种理论上全面的教学法，该教学法提供了必要的技能和策略，可与学生的生活，回应社会政治现实，并提供机会影响实际的预期受众。PWP说明，争取社会正义，提高真实性以及支持技能和策略发展是编写教学的相互支持的目标。