Get .1 ASHA CEU hereEpisode Summary:This just in! Students do better when they are engaged and motivated! Okay... maybe that’s not a newsflash for you, but perhaps you haven’t yet thought about the role of engagement and motivation in academics, specifically writing endeavors for students who struggle with language. In this week’s episode, Dr. Robin Danzack of Emerson College in Boston floods the podcast newswaves with her expertise on the role of “authentic” student writing intervention in school-based SLP practice. Tune in to discover why you should be thinking about writing (specifically “authentic” writing) as an SLP and how you can join forces with your fellow educators to integrate meaningful, dual-purpose, curriculum-based, writing interventions into your assessment and support practices. Got any comic book or video game fans on your caseload? You’ll get some great tips to further bolster your existing strength as an SLP in customizing interventions to meet your students’ unique needs and interests while fostering growth in language and literacy, simultaneously. As with many thought-provoking episodes in the Nerdcast library, you won’t take your ear off this one, and I guarantee you’ll leave inspired to weave writing into the fabric of your language intervention, and to spread the news across the virtual or physical break room!Learn more about Robin hereLearning Outcomes1. Explain the value of “authentic writing” to promote student engagement, motivation, and sociocultural-linguistic identity. 2. Analyze a student writing sample for microstructural vs. macrostructural features.3. Connect writing goals to language and speech outcomes, as well as to grade-level curriculum and learning standards. ReferencesCollins, G., & Wolter, J. A. (2019). Morphological awareness strategies to promote academic success at tier 1 through interprofessional collaboration. Perspectives of the ASHA Special Interest Groups, 4, 781-789.Danzak, R. L. (2011). Defining identities through multiliteracies: ELL teens narrate their immigration experiences as graphic stories. Journal of Adolescent and Adult Literacy, 55, 187-196.Harris, R. K. (2008). Powerful writing strategies for all students. Paul H. Brookes.Kamhi, A. G., & Catts, H. W. (2012). Language and reading disabilities (3rd ed.). Boston, MA: Pearson.Moll, L. C., Amanti, D., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 21 (2), 132–141.Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.Ukrainetz, T. A. (2015). Telling a good story: Teaching the structure of narrative. In T. A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices, pp. 335-377. Austin, TX: Pro-Ed. Westby, C. (2014). A language perspective on executive functioning, metacognition, and self-regulation in reading. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed.), pp. 339-358. New York, NY: Guilford Press.Online Resources:ASHA Position statement on Reading and Writing in Children and Adolescents: https://www.asha.org/policy/ps2001-00104/Self-Regulated Strategy Development (SRSD): https://www.thinksrsd.com/Comic Life Software: http://plasq.com/apps/comiclife/macwin/Disclosures:Robin Danzak Financial Disclosures: Robin is an employee of Emerson College. Robin Danzak non-financial disclousres: Robin is a member of ASHA and the corresonding SIG 14. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.  Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy