The elements of teaching writing: a resource for instructors in all disciplines
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; New York
Bedford/St. Martin's
[2004]
|
| Schriftenreihe: | Bedford/St. Martin's professional resources
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | xii, 180 Seiten |
| ISBN: | 0312406835 9780312406837 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Preface v
Introduction
Some Basic Questions and Answers 1
What Is Wrong with Student Writing?
(And Who Is Responsible?) 2
Who Am I to Teach Writing? 5
What Is Good Writing? 7
1 Integrating Writing and Learning in Your Course
Design 12
Key Elements 12
Elements 14
Writing vs. Content: A False Dichotomy 14
A Typical Syllabus Is Not a Course Design 1 8
Knowledge and Inquiry: Two Models of Scholarship
and Teaching 21
Writing, Reading, Speaking, and Listening for Active Learning 24
Safety First: Establishing Structure, Rules, and Standards 26
Contents
2 Designing Writing Assignments and Assignment
Sequences 29
Key Elements 29
Thinking of Assignments as Your Writing for the Course 30
The Rhetoric of Assignment Writing: Subject, Audience, Purpose,
and Form 31
Designing Assignments with Rhetorical Clarity 33
Defining Boundaries Clearly 38
Sequencing Writing Assignments to Build a Course of Study 40
Thinking of Assignments (and Courses) as Progressions 46
3 What Can You Do with Student Writing? 47
Key Elements 47
The Silent Transaction 48
An Approach to Avoid: Reading Student Writing with Grading
as a Goal 49
What Students Prefer 53
A Basic Method for Responding to Student Writing 55
Using (and Saving) Time Wisely 58
Breaking the Silence: The Student s Role in Response 60
4 Assigning and Responding to Revision 62
Key Elements 62
Undergraduate Visions of Writing: First Draft as Last Draft 64
Two Kinds of Revision 64
Revision before Submission of a Draft 66
Revision after Submission of a Draft 67
Responding to Drafts for Revision 68
In-Class Work on Revision 71
Methods for Structuring Peer Review 72
Contents xi
5 informal and Preparatory Writing 76
Key Elements 76
Practice and Performance 77
Writing to Inform Teachers 79
Writing to Learn 80
Writing in Preparation for Performance 82
6 Teaching Writing at the Sentence Level 85
Key Elements 85
Defining Terms to Clarify Instruction 87
The Current State of Student Writing 88
The Recursive Nature of Learning to Write 89
When, Where, and How to Attend to Sentences 90
Aspects of Error and Style Meriting Attention 96
Responding to Sentence-Level Problems of ESL Students 102
7 Orchestrating the Research Paper 104
Key Elements 104
The Research Paper: Differing Conceptions and Goals 105
Effective Guidance for Students Research Projects 1 10
Creating Opportunities for Presentation and Exchange 117
Advice for Preventing Plagiarism 1 1 8
8 Links between Writing, Reading, Discussion, and
Oral Presentation 121
Key Elements 121
Maximizing Personal Engagement and Collegia! Interaction 1 22
Strategies for Encouraging Effective Reading 1 23
xii Contents
Strategies for Encouraging Good Discussion 1 31
Strategies for Effective Oral Presentations 1 38
Controlled Drift 142
9 Strategies for Including Writing
in Large Courses 145
Key Elements 145
Enlarging Conceptions of Writing for Large Courses 147
Assigning Less to Achieve More 149
Assigning Writing That Is Not Graded (or Even Read) 1 50
Responding to Writing: Taking Time to Save Time 1 53
Making the Best Use of Discussion Sections
and Teaching Assistants 154
Offering Optional Sections or Assignments
for Highly Motivated Students 1 56
Assigning Group Projects 157
Using Writing Centers to Help with Instruction 159
The Transforming Power of Words 1 60
10 Teaching as a Work in Progress 162
Key Elements 162
A Course as a Work in Progress 163
Learning from Experience: Record Keeping 164
Conclusion
National Implications, Local Practices 168
Works Cited 173
Index 175
Contents
Preface v
Introduction
Some Basic Questions and Answers 1
What Is Wrong with Student Writing?
(And Who Is Responsible?) 2
Who Am I to Teach Writing? 5
What Is Good Writing? 7
1 Integrating Writing and Learning in Your Course
Design 12
Key Elements 12
Elements 14
Writing vs. Content: A False Dichotomy 14
A Typical Syllabus Is Not a Course Design 1 8
Knowledge and Inquiry: Two Models of Scholarship
and Teaching 21
Writing, Reading, Speaking, and Listening for Active Learning 24
Safety First: Establishing Structure, Rules, and Standards 26
Contents
2 Designing Writing Assignments and Assignment
Sequences 29
Key Elements 29
Thinking of Assignments as Your Writing for the Course 30
The Rhetoric of Assignment Writing: Subject, Audience, Purpose,
and Form 31
Designing Assignments with Rhetorical Clarity 33
Defining Boundaries Clearly 38
Sequencing Writing Assignments to Build a Course of Study 40
Thinking of Assignments (and Courses) as Progressions 46
3 What Can You Do with Student Writing? 47
Key Elements 47
The Silent Transaction 48
An Approach to Avoid: Reading Student Writing with Grading
as a Goal 49
What Students Prefer 53
A Basic Method for Responding to Student Writing 55
Using (and Saving) Time Wisely 58
Breaking the Silence: The Student s Role in Response 60
4 Assigning and Responding to Revision 62
Key Elements 62
Undergraduate Visions of Writing: First Draft as Last Draft 64
Two Kinds of Revision 64
Revision before Submission of a Draft 66
Revision after Submission of a Draft 67
Responding to Drafts for Revision 68
In-Class Work on Revision 71
Methods for Structuring Peer Review 72
Contents xi
5 informal and Preparatory Writing 76
Key Elements 76
Practice and Performance 77
Writing to Inform Teachers 79
Writing to Learn 80
Writing in Preparation for Performance 82
6 Teaching Writing at the Sentence Level 85
Key Elements 85
Defining Terms to Clarify Instruction 87
The Current State of Student Writing 88
The Recursive Nature of Learning to Write 89
When, Where, and How to Attend to Sentences 90
Aspects of Error and Style Meriting Attention 96
Responding to Sentence-Level Problems of ESL Students 102
7 Orchestrating the Research Paper 104
Key Elements 104
The Research Paper: Differing Conceptions and Goals 105
Effective Guidance for Students Research Projects 1 10
Creating Opportunities for Presentation and Exchange 117
Advice for Preventing Plagiarism 1 1 8
8 Links between Writing, Reading, Discussion, and
Oral Presentation 121
Key Elements 121
Maximizing Personal Engagement and Collegia! Interaction 1 22
Strategies for Encouraging Effective Reading 1 23
xii Contents
Strategies for Encouraging Good Discussion 1 31
Strategies for Effective Oral Presentations 1 38
Controlled Drift 142
9 Strategies for Including Writing
in Large Courses 145
Key Elements 145
Enlarging Conceptions of Writing for Large Courses 147
Assigning Less to Achieve More 149
Assigning Writing That Is Not Graded (or Even Read) 1 50
Responding to Writing: Taking Time to Save Time 1 53
Making the Best Use of Discussion Sections
and Teaching Assistants 154
Offering Optional Sections or Assignments
for Highly Motivated Students 1 56
Assigning Group Projects 157
Using Writing Centers to Help with Instruction 159
The Transforming Power of Words 1 60
10 Teaching as a Work in Progress 162
Key Elements 162
A Course as a Work in Progress 163
Learning from Experience: Record Keeping 164
Conclusion
National Implications, Local Practices 168
Works Cited 173
Index 175
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| title | The elements of teaching writing a resource for instructors in all disciplines |
| title_auth | The elements of teaching writing a resource for instructors in all disciplines |
| title_exact_search | The elements of teaching writing a resource for instructors in all disciplines |
| title_full | The elements of teaching writing a resource for instructors in all disciplines Katherine Gottschalk ; Keith Hjortshoj |
| title_fullStr | The elements of teaching writing a resource for instructors in all disciplines Katherine Gottschalk ; Keith Hjortshoj |
| title_full_unstemmed | The elements of teaching writing a resource for instructors in all disciplines Katherine Gottschalk ; Keith Hjortshoj |
| title_short | The elements of teaching writing |
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