Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
- ISBN: 9780312451332 | 0312451334
- Cover: Paperback
- Copyright: 4/19/2007
This guide to teaching writing and to major theoretical issues includes a brief anthology of scholarly essays and new coverage of construct-ing successful assignments using visual, oral, and electronic texts; teaching multilingual writers; and using technology in the writing classroom.
Classroom Issues | p. 1 |
Preparing for the Course | p. 3 |
Finding Out About the Course | p. 3 |
Choosing the Textbooks | p. 6 |
Computerized Learning Technologies | p. 7 |
Links to Community Service | p. 9 |
Creating a Syllabus | p. 10 |
Sample Syllabi | p. 14 |
Works Cited | p. 40 |
The First Few Days of Classes | p. 42 |
The First Class | p. 42 |
Bureaucratic Tasks | p. 43 |
The Syllabus | p. 45 |
Introductions | p. 45 |
Dismissal | p. 46 |
The Second Class | p. 46 |
Bureaucratic Tasks | p. 46 |
Diagnostic Essay | p. 46 |
Dismissal | p. 47 |
After the Second Class | p. 48 |
The Third Class | p. 50 |
Lesson Plans | p. 51 |
Works Cited | p. 54 |
Everyday Activities | p. 56 |
Classroom Order and Group Ethos | p. 56 |
Classroom Routines | p. 58 |
Limiting Lectures | p. 58 |
Leading Effective Class Discussions | p. 59 |
In-Class Writing | p. 62 |
Teaching in Wired, Wireless, and Hybrid Classrooms | p. 63 |
Collaboration: Workshops and Peer Response | p. 66 |
Whole-Class Workshops | p. 68 |
Peer-Response Groups | p. 69 |
Tasks for Peer-Response Groups | p. 70 |
Online and Electronic Peer Response | p. 73 |
Evaluating Peer-Response Groups | p. 74 |
Understanding Cultural and Multilingual Differences in Peer-Response Groups | p. 74 |
Student Conferences | p. 75 |
Scripting the Conference | p. 77 |
Everybody's Issues | p. 79 |
Absenteeism and Tardiness | p. 79 |
Late Essays | p. 80 |
Plagiarism, Intellectual Property, and Academic Integrity | p. 80 |
Works Cited | p. 87 |
Successful Writing Assignments | p. 89 |
Assignments | p. 89 |
Assignment Sequences | p. 90 |
Assignments Based in Literature | p. 93 |
Web Assignments | p. 96 |
Oral Assignments | p. 97 |
Assignments That Call for the Use of Visual Components | p. 99 |
Defining Good Assignments | p. 100 |
Creating Assignments and Explaining Them to Students | p. 102 |
Revision | p. 104 |
Sample Assignments | p. 107 |
Works Cited | p. 112 |
Evaluating Student Essays | p. 114 |
Standards and Evaluation | p. 116 |
Formal Standards | p. 116 |
Standards of Content | p. 117 |
Evaluating Formal Standards and Standards of Content When Responding to ESL Student Writing | p. 119 |
General Routines for Evaluation | p. 120 |
Marginal Comments | p. 121 |
Terminal Comments | p. 123 |
The Grade | p. 125 |
Methods and Criteria for Grading | p. 126 |
Course-Based Grading Criteria | p. 126 |
Rubrics | p. 128 |
Contract Grading | p. 132 |
Portfolio Grading | p. 134 |
The End of the Term | p. 141 |
Final Grades | p. 141 |
Student Evaluations of Course and Teacher | p. 144 |
Afterword | p. 145 |
Works Cited | p. 146 |
Rhetorical Practices | p. 149 |
Teaching Invention | p. 151 |
Bringing the Rhetorical Canon of Invention Into the Writing Classroom | p. 152 |
Heuristic Systems of Invention | p. 154 |
Using Heuristic Strategies in the Classroom | p. 155 |
Classical Topical Invention | p. 156 |
Using Classical Topical Invention in the Classroom | p. 158 |
Journal Writing | p. 161 |
Using Journals in the Classroom | p. 162 |
Evaluating Journals | p. 165 |
Brainstorming | p. 166 |
Using Brainstorming in the Classroom | p. 166 |
Clustering | p. 167 |
Using Clustering in the Classroom | p. 167 |
Freewriting | p. 168 |
Using Freewriting in the Classroom | p. 169 |
The Benefits of Freewriting | p. 171 |
Works Cited | p. 172 |
Teaching Arrangement and Form | p. 174 |
Rhetorical Form | p. 175 |
Classically Descended Arrangements | p. 176 |
The Three-Part Arrangement | p. 176 |
Using the Three-Part Arrangement in the Classroom | p. 178 |
An Exercise for Small Groups | p. 179 |
The Four-Part Arrangement | p. 179 |
Using the Four-Part Arrangement in the Classroom | p. 183 |
Two More-Detailed Arrangements | p. 185 |
Using the More-Detailed Arrangements in the Classroom | p. 187 |
Other Patterns of Arrangement | p. 188 |
Arrangements for Rhetorical Methods | p. 188 |
Arrangements for Creative Nonfiction Essays | p. 190 |
Using Arrangements for Creative Nonfiction Essays in the Classroom | p. 191 |
An Exercise for Linking Invention and Arrangement | p. 192 |
Techniques of Editing and Planning | p. 193 |
Using the Outline in the Classroom | p. 193 |
Using Winterowd's "Grammar of Coherence" Technique in the Classroom | p. 195 |
Works Cited | p. 197 |
Teaching Style | p. 199 |
Style: Theory and Pedagogic Practice | p. 200 |
Milic's Three Theories of Style | p. 201 |
A Pedagogic Focus on Rhetorical Choices | p. 202 |
Choosing a Rhetorical Stance | p. 203 |
Considering the Audience for Student Essays | p. 205 |
Levels of Style | p. 206 |
Exercises for Developing Style | p. 207 |
Imitation | p. 208 |
Using Imitation Exercises in the Classroom | p. 208 |
Language Variety | p. 211 |
Teaching an Awareness of Language Variety | p. 213 |
Language Varieties and Varying Syntax | p. 215 |
Alternate Styles: Grammar B | p. 216 |
Using Alternate Styles in the Classroom | p. 216 |
Evaluating Alternate Styles | p. 218 |
Works Cited | p. 220 |
Teaching Memory | p. 222 |
Memory in the Composition Classroom | p. 223 |
Remembering and Making Writing Memorable: Teaching Memoir and Personal Writing | p. 224 |
Invention | p. 224 |
Memory as Communal | p. 225 |
Research | p. 226 |
Experience, Image, Idea | p. 226 |
Memory as Database: Teaching Research Assignments | p. 227 |
Internet Research in the Writing Class | p. 229 |
The World Wide Web | p. 229 |
A Web Exercise | p. 231 |
Research Writing in the Classroom | p. 233 |
A Model Five-Week Assignment | p. 235 |
An Exercise for Formulating a Thesis | p. 242 |
An Exercise in Revision | p. 244 |
Additional Assignments | p. 244 |
Works Cited | p. 248 |
Teaching Delivery | p. 249 |
Delivering Writing | p. 249 |
Delivering Pedagogy | p. 250 |
Blurred Boundaries: The Changing Nature of Writing, Reading, Audience, and Context | p. 250 |
Teaching Blurred Boundaries: Establishing Goals-and Delivering on Them | p. 251 |
Other Options for Exploring Blurred Boundaries in the Classroom | p. 253 |
Multiple Literacies | p. 255 |
One Approach to Considering Multiple Literacies: Defining Computer Literacies | p. 256 |
Using Selber's Approach in the Classroom | p. 257 |
Expanding Consideration of Multiple Literacies in the Classroom | p. 258 |
Delivering Pedagogy: Extra-Textual Spaces | p. 260 |
One Approach to Delivery in Extra-Textual Spaces | p. 260 |
Using Taylor's Approach in the Classroom | p. 260 |
Works Cited | p. 262 |
Invitation to Further Study | p. 264 |
Ways Into the Scholarly and Pedagogical Conversation | p. 264 |
Composition/Rhetoric and Its Concerns | p. 266 |
Central Concerns | p. 266 |
The Content of First-Year Writing | p. 266 |
Evaluation and Response | p. 267 |
Diversity in the Writing Classroom | p. 268 |
Another Invitation to Further Research | p. 269 |
Works Cited | p. 269 |
Suggested Readings for Teachers of Writing | p. 271 |
Bibliographies and Other Reference Works | p. 271 |
Rhetorical History, Theory, and Practice | p. 272 |
Composition History and Theory | p. 273 |
Composition Practice and Pedagogy | p. 273 |
Literacy Studies | p. 274 |
Axes of Difference | p. 274 |
Computers, Technology, and New Media | p. 275 |
FY Writing Programs: Models and Administrative Practices | p. 276 |
Pedagogic Issues for College Teachers | p. 277 |
An Anthology of Essays | p. 279 |
Introduction | p. 279 |
Work Cited | p. 281 |
Janet Emig, Writing as a Mode of Learning | p. 282 |
Robert J. Connors and Andrea A. Lunsford, Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research | p. 290 |
Patrick Hartwell, Grammar, Grammars, and the Teaching of Grammar | p. 305 |
Ilona Leki, Meaning and Development of Academic Literacy in a Second Language | p. 330 |
Wendy Bishop, Helping Peer Writing Groups Succeed | p. 343 |
Nancy Sommers, Responding to Student Writing | p. 352 |
Lynn Z. Bloom, Why I (Used to) Hate to Give Grades | p. 361 |
Jacqueline Jones Royster, When the First Voice You Hear Is Not Your Own | p. 371 |
David Bartholomae, Inventing the University | p. 382 |
Mike Rose, The Language of Exclusion: Writing Instruction at the University | p. 397 |
Beverly J. Moss and Keith Walters, Rethinking Diversity: Axes of Difference in the Writing Classroom | p. 417 |
Bruce Herzberg, Service Learning and Public Discourse | p. 441 |
Andrea A. Lunsford and Cheryl Glenn, Rhetorical Theory and the Teaching of Writing | p. 452 |
Peter Elbow, The Cultures of Literature and Composition: What Could Each Learn from the Other? | p. 466 |
Cynthia L. Selfe, Toward New Media Texts: Taking Up the Challenges of Visual Literacy | p. 479 |
Bruce Horner and John Trimbur, English Only and U.S. College Composition | p. 505 |
Acknowledgments | p. 534 |
Index | p. 537 |
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