Rethinking Basic Writing

It supported all of the important historical research on the continuum of moving from orality to literacy.6 For many Basic Writers, of course, ...

Author: Laura Gray-Rosendale

Publisher: Routledge

ISBN: 9781135664183

Category: Language Arts & Disciplines

Page: 208

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This book surveys the history of basic writing scholarship, suggesting that we cannot adequately theorize the situations of basic writers unless we examine how they construct their own conceptions of their identities, their constructions of their relationships to social forces, and their representations of their relationships to written work. Using a cross-disciplinary analytic model, Gray-Rosendale offers a detailed examination of the oral conversations that take place within one basic writing peer revision group. She explains the ways in which the students' own conversational structures impact and shape their written products. Gray-Rosendale then draws out the potentials of her work for basic writing administrators, curricula builders, and teachers.

Rethinking Basic Writing

This book surveys the history of basic writing scholarship, suggesting that we cannot adequately theorize the situations of basic writers unless we examine how they construct their own conceptions of their identities, their constructions of ...

Author: Laura Gray-Rosendale

Publisher: Routledge

ISBN: 9781135664176

Category: Language Arts & Disciplines

Page: 208

View: 974

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This book surveys the history of basic writing scholarship, suggesting that we cannot adequately theorize the situations of basic writers unless we examine how they construct their own conceptions of their identities, their constructions of their relationships to social forces, and their representations of their relationships to written work. Using a cross-disciplinary analytic model, Gray-Rosendale offers a detailed examination of the oral conversations that take place within one basic writing peer revision group. She explains the ways in which the students' own conversational structures impact and shape their written products. Gray-Rosendale then draws out the potentials of her work for basic writing administrators, curricula builders, and teachers.

Dialogue on Writing

Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap.

Author: Geraldine DeLuca

Publisher: Routledge

ISBN: 9781135647513

Category: Language Arts & Disciplines

Page: 504

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Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body. As such, it is equally relevant for teacher training in basic writing, ESL, and first year composition, the premise being that in most colleges and universities today teachers of each of these types of courses encounter similar student populations and teaching challenges. Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap. It includes in one volume: *the latest thinking about teaching and tutoring basic writing, ESL, and first year composition students; *seminal articles, carefully selected to be accessible to those new to the field, by classic authors in the field of composition and ESL, as well as a number of new voices; *attention to both theory and practice, but with an emphasis on practice; and *articles about non-traditional students, multiculturalism, and writing across the disciplines. The text includes suggestions for pedagogy and invitations for exploration to engage readers in reflection and in applications to their own teaching practice.

Rethinking Foreign Language Writing

2 ) Much like skill in a second language , writing skill develops through processes
of acquisition and learning . 3 ) The acquisition of writing skills comes about in an
ordered fashion . 4 ) What students learn in the basic writing classroom ...

Author: Virginia Mitchell Scott

Publisher: Heinle & Heinle Pub

ISBN: STANFORD:36105123152576

Category: Language Arts & Disciplines

Page: 178

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Rethinking Foreign Language Writing, a complete and comprehensive guide, reviews the literature of foreignlanguage and ESL writing pedagogy and suggests new teaching methods for college and high school instructors,based on the latest developments in this field. Each of the five chapters includes a detailed bibliography and extensivereference notes, including working with Système-D: Writing Assistant for French.

Rethinking Rubrics in Writing Assessment

The book you're about to read is not only a superb analysis of rubrics but a lesson in how to apply careful thinking to classroom practice.

Author: Maja Wilson

Publisher: Heinemann

ISBN: UOM:39015063223856

Category: Education

Page: 111

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The book you're about to read is not only a superb analysis of rubrics but a lesson in how to apply careful thinking to classroom practice. -Alfie Kohn, Author of The Case Against Standardized Testing This book will create the conversations educators desperately need-about accurate assessment, quality in writing, and informed teaching. -Randy Bomer, Author of For a Better World The conventional wisdom in English education is that rubrics are the best and easiest tools for assessment. But sometimes it's better to be unconventional. In Rethinking Rubrics in Writing Assessment, Maja Wilson offers a new perspective on rubrics and argues for a better, more responsive way to think about assessing writers' progress. Though you may sense a disconnect between student-centered teaching and rubric-based assessment, you may still use rubrics for convenience or for want of better alternatives. Rethinking Rubrics in Writing Assessment gives you the impetus to make a change, demonstrating how rubrics can hurt kids and replace professional decision making with an inauthentic pigeonholing that stamps standardization onto a notably nonstandard process. With an emphasis on thoughtful planning and teaching, Wilson shows you how to reconsider writing assessment so that it aligns more closely with high-quality instruction and avoids the potentially damaging effects of rubrics. Stop listening to the conventional wisdom, and turn instead to a compelling new voice to find out why rubrics are often replaceable. Open Rethinking Rubrics in Writing Assessment and let Maja Wilson start you down the path to more sensitive, authentic style of writing assessment.

Rethinking academic writing pedagogy for the European university

This process is cognitively simple, and enables children – and many other people – to write efficiently and effectively within a limited context.

Author: Ruth Breeze

Publisher: BRILL

ISBN: 9789401207959

Category: Education

Page: 188

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All over Europe, universities are moving over to English as the language of instruction. This development has been accelerated by global forces, and its pedagogical consequences have yet to be fully explored. This book examines this situation from the point of view of students and teachers, focusing particularly on the acquisition of English language writing skills in European university contexts. It takes an academic approach, and is firmly grounded in the bibliography on teaching academic writing to second language users in English-speaking countries, as well as in the bibliography on teaching English in Europe in higher education. In addition to providing sound pedagogical guidelines, it also brings together the most recent critiques of current practice and an overview of the innovative approaches devised in the last ten years. This is a book for all those who are involved in the changing European university scenario: English teachers and writing instructors, lecturers faced with the challenge of teaching their courses in English, university administrators and decision-makers.

Rethinking Writing

Roy Harris shows that the theory of writing adopted in modern linguistics is deeply flawed.

Author: Roy Harris

Publisher: A&C Black

ISBN: 0826457983

Category: Language Arts & Disciplines

Page: 254

View: 418

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Roy Harris shows that the theory of writing adopted in modern linguistics is deeply flawed. Reversing the orthodox priorities, the author argues that writing is a far more powerful mode of linguistic communication than speech could ever be. His book is a major contribution to current debates about human communication written and spoken.>

Rethinking Writing

between languages and writing is presented. ... The one essential thing is that his t should be distinct from his /, his d, etc. 3. Values in writing are ...

Author: Roy Harris

Publisher: A&C Black

ISBN: 9781847140999

Category: Literary Criticism

Page: 272

View: 815

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The traditional Western view of writing, from Aristotle down to the present day, has treated the written word as a visual substitute for the spoken word. The eminent Swiss linguist Ferdinand de Saussure (1857-1913) was the first to provide this traditional assumption with a reasoned basis by incorporating it into a more general theory of signs. In the wake of Saussure's work, modern linguistics has ignored or marginalized writing in favour of the study of speech. In all literate societies, however, speech in turn is interpreted by reference to the culturally dominant writing system. This puts in place a system of educational values which ensures that the more literate members of society maintain superiority over the less literate, and at the same time establishes a hierarchy among literate societies which favours the local product (alphabetic scripts in the Western Case). Roy Harris shows that the theory of writing adopted in modern linguistics is deeply flawed. Reversing the orthodox priorities, the author argues that writing is a far more powerful mode of linguistic communication than speech could ever be. His book is a major contribution to current debates about human communication written and spoken.

Rethinking Women s Collaborative Writing

... as a dialogue in its very structure ' ( 113 ) , a term which suggests a variety of conversational patterns beyond the simple statementresponse format .

Author: Lorraine Mary York

Publisher: University of Toronto Press

ISBN: 0802084656

Category: Literary Criticism

Page: 205

View: 896

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York explores collaborative writing from women in Britain, the United States, Italy and France, illuminating the tensions in the collaborative process that grow out of important cultural, racial, and sexual differences between the authors.

Rethinking the SAT

The writing test will measure basic writing skills , not creative writing ability . It will be about 50 minutes long ( the essay portion will be ...

Author: Rebecca Zwick

Publisher: Psychology Press

ISBN: 0415948355

Category: Education

Page: 367

View: 464

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This unique volume gives voice to all the major players and writers at the forefront of the debate currently raging in America over the scholastic assessment test (SAT). The book not only focuses on Richard Atkinson's controversial stance regarding the American SAT, but highlights the thinking of individuals from all the various sectors involved, from testing specialists to academics to the popular press. The contributors tackle both pro and con positions, and debate the more newsworthy topics discussed in the press like race, gender, and class issues associated with standardized testing.

Reconceiving Writing Rethinking Writing Instruction

This volume is the first to explicitly focus on the gap in the theory and practice that has emerged as a result of the field's growing professionalization.

Author: Joseph Petraglia

Publisher: Routledge

ISBN: 9781136689239

Category: Language Arts & Disciplines

Page: 296

View: 853

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To a degree unknown in practically any other discipline, the pedagogical space afforded composition is the institutional engine that makes possible all other theoretical and research efforts in the field of rhetoric and writing. But composition has recently come under attack from many within the field as fundamentally misguided. Some of these critics have been labelled "New Abolitionists" for their insistence that compulsory first-year writing should be abandoned. Not limiting itself to first-year writing courses, this book extends and modifies calls for abolition by taking a closer look at current theoretical and empirical understandings of what contributors call "general writing skills instruction" (GWSI): the curriculum which an overwhelming majority of writing instructors is paid to teach, that practically every composition textbook is written to support, and the instruction for which English departments are given resources to deliver. The vulnerability of GWSI is hardly a secret among writing professionals and its intellectual fragility has been felt for years and manifested in several ways: * in persistently low status of composition as a study both within and outside of English departments; * in professional journal articles and conference presentations that are growing both in theoretical sophistication and irrelevance to the composition classroom; and * in the rhetoric and writing field's ever-increasing attention to nontraditional sites of writing behavior. But, to date, there has been relatively little concerted discussion within the writing field that focuses specifically on the fundamentally awkward relationship of writing theory and writing instruction. This volume is the first to explicitly focus on the gap in the theory and practice that has emerged as a result of the field's growing professionalization. The essays anthologized offer critiques of GWSI in light of the discipline's growing understanding of the contexts for writing and their rhetorical nature. Writing from a wide range of cognitivist, critical-theoretical, historical, linguistic and philosophical perspectives, contributors call into serious question basic tenets of contemporary writing instruction and provide a forum for articulating a sort of zeitgeist that seems to permeate many writing conferences, but which has, until recently, not found a voice or a name.

Rethinking Epistemology

At such a point, then, we seem to find our final resolution of a nonbasic action—writing the word 'action'— into basic actions, which themselves have no ...

Author: Günter Abel

Publisher: Walter de Gruyter

ISBN: 9783110277944

Category: Philosophy

Page: 448

View: 176

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This volume contains contributions to the “systematic study of knowledge.” They suggest both an extension and a new path for classical epistemology. The topics in the second volume are the following: variants of skepticism; knowledge of the first, second, and third person; practical knowledge and the structure of action; knowledge and the problem of dualism; and disjunctivism concerning experience and perception.

Rethinking Therapeutic Culture

In a not very hyperbolic sense, everyone today is writing and not only ... read by any number of unseen readers—force a rethinking of our basic assumptions ...

Author: Timothy Aubry

Publisher: University of Chicago Press

ISBN: 9780226250137

Category: History

Page: 267

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For the past half century, intellectuals and other critics have lamented America s descent into a therapeutic cultureor in Christopher Lasch s lasting phrase, a culture of narcissism. But is that the case? The essays in this collection take a fresh look at therapeutic culture and its critiques. Rather than a cesspool of self-involvement, therapeutic culture may instead be a productive and meaningful way that people negotiate with issues of culture, society, race, gender, and identity. Most important, the editors and contributors grapple with the historically and socially constructed nature of therapeutic culture and its influence. With its dazzling array of contributors and perspectives, this is a book worth getting off the couch for."

Rethinking Our Classrooms

As a classroom teacher and director of the Portland Writing Project, I'm skeptical of ... I believe that writing is a basic skill that will help them both ...

Author: Bill Bigelow

Publisher: Rethinking Schools

ISBN: 9780942961270

Category: Education

Page: 244

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Readings, resources, lesson plans, and reproducible student handouts aimed at teaching students to question the traditional ideas and images that interfere with social justice and community building.

Rethinking Language Arts

Writers'. Workshop. Rethinking“My. Summer. Vacation”. Dear Students, As you can see, I'm discussing ... basic principles. First of all, this program works ...

Author: Nina Zaragoza

Publisher: Routledge

ISBN: 9781135320232

Category: Education

Page: 238

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In Rethinking Language Arts: Passion and Practice, Second Edition, author Nina Zaragoza uses the form of letters to her students to engage pre-service teachers in reevaluating teaching practices, thus bringing to life a vision of an alternative classroom environment in which the teacher is the prime mover and creative leader. Zaragoza discusses and explains the need for teachers to be decision makers, reflective thinkers, political beings, and agents of social change in order to create a positive and inclusive classroom setting. This book is both a critical text that deconstructs the way language arts are traditionally taught in our schools as well as a visionary text with clear, no-nonsense directions on how to provide much needed change in our schools.

Alternative Rhetorics

Her book, Rethinking "Basic Writing": Exploring Identity, Politics, and Community in Interaction, is published with Lawrence Erlbaum Associates.

Author: Laura Gray-Rosendale

Publisher: SUNY Press

ISBN: 0791449734

Category: Language Arts & Disciplines

Page: 269

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Challenges the traditional rhetorical canon.

Trump Fiction

Along with various articles and book chapters, she has published the following books: Rethinking Basic Writing, Alternative Rhetorics (with Sibylle Gruber), ...

Author: Stephen Hock

Publisher:

ISBN: 9781498598057

Category:

Page: 290

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Trump Fiction: Essays on Donald Trump in Literature, Film, and Television examines depictions of Donald Trump and his fictional avatars in literature, film, and television, including works that took up the subject of Trump before his successful presidential campaign (in terms that often uncannily prefigure his presidency) as well as those that have appeared since he took office. Covering a range of texts and approaches, the essays in this collection analyze the place Trump has assumed in literary and popular culture. By investigating how authors including Bret Easton Ellis, Amy Waldman, Thomas Pynchon, Howard Jacobson, Mark Doten, Olivia Laing, and Salman Rushdie, along with films and television programs like The Fresh Prince of Bel-Air, Sesame Street, Sex and the City, Two Weeks Notice, Our Cartoon President, and Pose have approached and shaped the discourse surrounding Trump, the contributors collectively demonstrate the ways these cultural artifacts serve as sites through which the culture both resists and abets Trump and his rise to power.

Rethinking the Education of Deaf Students

Word by Word . ” Parenting ( October ) : 65 – 69 . Otte , G . 1991 . “ Computer -
adjusted Errors and Expectations . " Journal of Basic Writing 10 ( 2 ) : 71 – 86 .
Paul , P . 1990 . “ ASL to English . " In Communication Issues Among Deaf
People : A ...

Author: Sue Livingston

Publisher: Greenwood

ISBN: UOM:39015041069512

Category: Education

Page: 180

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Here is a compelling and controversial text which asserts that Deaf students should be treated no differently than non Deaf students. The author, a veteran and practicing teacher, rejects the predominant view of Deaf students as special learners in need of language remediation and repair. Instead, she maintains that for Deaf students as well as their hearing counterparts, the primary educational goal is the making and sharing of understandings in various subjects. Furthermore, she views this as a process that occurs naturally, concomitantly, and reciprocally with the acquisition of language--regardless of one's hearing ability. Livingston's assertion clashes with conventional Deaf education, which presumes that the wider learning begins after students master a sign system that codifies and reconstructs English. With a cumbersome, orderly, piecemeal, and unnatural approach, this traditional view frequently forces teachers to water down curriculums in an attempt to make English more readily acquired. As a result, Deaf students are deprived of rich and challenging content. Rethinking the Education of Deaf Students offers an alternative and demonstrates how American Sign Language (ASL) and English can coexist in the same classroom, embedded in the content of what is being taught. Through clear theoretical explanations, field-tested teaching strategies, authentic examples of students' work, lesson plans, and sections on assessment, Livingston suggests ways to help students become educated language users. Her ideas hold enormous implications for those who teach Deaf students, develop school budgets, design programs, and train future teachers. More important, they may hold the key that unlocks the potential of Deaf students of all ages to become voracious readers and accomplished writers.

Rethinking Facticity

In the case in point, namely, of writing, it can operate as a pictographic ... serve as a simple sign of the original separation between speech and writing, ...

Author:

Publisher: SUNY Press

ISBN: 9780791478752

Category:

Page:

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