357 Journal of Adolescent & Adult Literacy 52(4) December 2008/January 2009 © 2008 International Reading Association (pp. 357–363) Professional Resources Bonner Slayton George Hruby doi:10.1598/JAAL.52.4.9 Reviews Reclaiming Reluctant Writers: How to Encourage Students to Face Their Fears and Master the Essential Traits of Good Writers Kellie Buis. 2007. Portland, ME: Pembroke. 128 pp. US$18.50. Kellie Buis tackles the issue of motivating reluctant writers by giving teachers ideas to help students who have become “disillusioned” because they have “little power over what they can say and write” (p. 6). Many times these students ap- pear withdrawn from classroom literacy instruction. Buis defines reluctant writ- ers as “students in grades 3 to 9 with difficulties coordinating knowledge on a page” (p. 6). The book is written for teachers in these grade levels, but the ideas that she gives are geared more toward teachers of adolescent writers. According to the introduction, reluctant writers are a large group of any classroom, and teachers can identify success factors with these students by focusing on making reluctant writers more engaged in the writing process. Literacy teachers will find her ability to explain the myths and realities surrounding reluctant writers help- ful in direct writing instruction. Each chapter starts with an anecdote from the author and then moves into three areas: common myths that teachers may have about reluctant writers or writing in general, reality checks of what writers really think and how to meet their needs, and challenges to modify pedagogy in the classroom. While this format is somewhat difficult to understand at first, it becomes easier after reading the first few chapters. Buis argues that writing classrooms are not the ideal places “in which we can expect students to write well” and that it is important to build enabling environ- ments for students to succeed. This can be done by granting students real-world opportunities to write (“authentic writing”) and by encouraging teachers to “re- conceptualize our teaching approach” by developing action plans followed by “open writing time” (pp.10–11). This approach allows students opportunities to have confidence in what they write by having teachers plan “many wonder- ful out-of-desk experiences” (p. 11), including a balance of direct teaching and process writing. Writers need fun, experiential writing that nurtures a “discovery and flow of ideas” (p. 19). By allowing reluctant writers to use the world around them as writing prompts, teachers give these students meaning and reasons for writing. For example, in an assignment about a “scar story,” students write about the different ways in which one can get a scar. Many reluctant writers (especially boys) can see how real-life accidents can be written into personal narratives. A