The Writing Teacher's Sourcebook

Now in its fourth edition, this widely acclaimed sourcebook remains one of the most up-to-date and inclusive works on teaching writing today. In this edition, the editors have added twelve new essays and deleted several from the previous edition, making the content as timely as possible.Emphasizing the importance of adapting good pedagogy to multiple environments and audiences, this unique collection features some of the most intellectually exciting and pedagogically sound articles in the field. The Writing Teacher's Sourcebook, 4/e, is the definitive resource for beginning andexperienced teachers alike.

Preface	p. vii
The Contexts of Teaching
Perspectives
Four Philosophies of Composition	p. 3
Rhetoric and Ideology in the Writing Class	p. 9
Rhetoric, the Enabling Discipline	p. 26
The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy	p. 36
Teachers
Embracing Contraries in the Teaching Process	p. 54
The Listening Eye: Reflections on the Writing Conference	p. 66
Reading Students, Reading Ourselves: Revising the Teacher's Role in the Writing Class	p. 72
Ethical Issues Raised by Students' Personal Writing	p. 87
Students
Diving In: An Introduction to Basic Writing	p. 94
Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum	p. 100
The Persistence of Difference in Networked Classrooms: Non-Negotiable Difference and the African American Student Body	p. 113
Locations
The Risky Business of Group Work	p. 123
The Rhetoric of Technology and the Electronic Writing Class	p. 129
Talking in the Middle: Why Writers Need Writing Tutors	p. 139
Approaches
Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence	p. 152
Conversations with Texts: Reading in the Teaching of Composition	p. 163
A Place for Literature in Freshman Composition	p. 175
Experience as Evidence: Teaching Students to Write Honestly and Knowledgeably about Public Issues	p. 180
The Teaching of Writing
Assigning
Remedial Writing Courses: A Critique and a Proposal	p. 193
A Comment and Response on "Remedial Writing Courses"	p. 212
The "Research Paper" in the Writing Course: A Non-Form of Writing	p. 216
Teaching Argument: A Theory of Types	p. 222
Beyond Argument in Feminist Composition	p. 231
Responding and Assessing
The Components of Written Response: A Practical Synthesis of Current Views	p. 243
The Study of Error	p. 258
Learning How to Teach: A Progress Report	p. 273
Composing and Revising
Between the Drafts	p. 279
Writing and Knowing: Toward Redefining the Writing Process	p. 286
Collaboration and the Pedagogy of Disclosure	p. 294
Audiences
The Meanings of "Audience"	p. 310
Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy	p. 320
Closing My Eyes as I Speak: An Argument for Ignoring Audience	p. 335
Styles
Static Abstractions and Composition	p. 353
Teaching Style: A Possible Anatomy	p. 368
Revitalizing Style: Toward a New Theory and Pedagogy	p. 374
Use Definite, Specific, Concrete Language	p. 384
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The Writing Teacher's Sourcebook

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Table of Contents

Supplemental Materials