The Writing Teacher s Sourcebook

In this edition, the editors have added twelve new essays and deleted several from the previous edition, making the content as timely as possible.

Author: Edward P. J. Corbett

Publisher: Oxford University Press, USA

ISBN: UOM:39015056427803

Category: Language Arts & Disciplines

Page: 391

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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 and experienced teachers alike.
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The Allyn Bacon Sourcebook for College Writing Teachers

Most of the research that shapes our current knowledge of composing has been
published since 1970 . Composition specialists in the 1960s saw themselves
primarily as teachers of writing , not as researchers . Nevertheless , their work
has ...

Author: James C. McDonald

Publisher: Prentice Hall

ISBN: 0205175058

Category: English language

Page: 408

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Designed for college writing teachers who are faced with teaching composition for the first time or re-examining their teaching goals and methods, "The Allyn & Bacon Sourcebook for College Writing Teachers" is a collection of writings on important theories and pedagogies in composition studies. The selections discuss a range of theories and approaches to teaching writing and present readers with a number of options for instruction rather than a single way to teach. Written by some of today's foremost scholars and teachers, the articles range from discussing how to integrate critical thinking and reading into writing instruction to methods for responding to and evaluating student writing to dealing with grammar and editing. For those who teach writing.
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Those who Do Can

Based on a series of workshops held in Traverse Bay, Michigan, the volume features exercises and examples to prompt the creative writing process, wiring the experiences to classroom application and suggesting practical approaches to subject ...

Author: Robert L. Root

Publisher: National Council of Teachers

ISBN: UCSC:32106017185163

Category: Education

Page: 264

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A writing instructor's handbook emphasizing the pedagogical necessity for teachers to practice their craft in conjunction with teaching it. Based on a series of workshops held in Traverse Bay, Michigan, the volume features exercises and examples to prompt the creative writing process, wiring the experiences to classroom application and suggesting practical approaches to subject matter, content, grammar, and integrating media into the writing instruction mix. Lacks an index. Annotation copyright by Book News, Inc., Portland, OR
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Teaching Writing

Min - Zhan Lu has offered still more alternatives in her article " Professing
Multiculturalism : The Politics of Style in the Contact Zone . " But considerable
work remains to be done . The section on " Styles " in The Writing Teacher's
Sourcebook ...

Author: Christina Russell McDonald

Publisher: SIU Press

ISBN: 0809324547

Category: Language Arts & Disciplines

Page: 301

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By its arrangement and its contents, this collection of essays performs at least two important functions for teachers of writing: it demonstrates that the work of our recent past is still valuable, and it contributes to the efforts of recent years to bridge the gap between theory and practice. Such a new vision of our history and a new level of understanding between practitioners and theorists could provide the foundation for a more productive, enlightened disciplinary future, explains Gary Tate in the foreword to this collection. Teaching Writing: Landmarks and Horizons, edited by Christina Russell McDonald and Robert L. McDonald, is designed to present an overview of some of the major developments in the establishment of composition studies as a field during the past thirty-five years. The essays are theoretically grounded but are focused on pedagogy as well. Divided into two parts, the first presents nine landmark essays, selected and introduced by distinguished composition scholars, and the second brings together eight new essays by emerging scholars.
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Teachers Sourcebook for Extensive Reading

Nonetheless, I decided to be the good student and finish with the article and
somehow, somewhere between benefit number one and the end of the document
, I began to see something of value in the theory of using the teacher as a writer.

Author: George Jacobs

Publisher: IAP

ISBN: 9781617357794

Category: Education

Page: 127

View: 216

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The best way for students to learn to read and to come to love reading is – surprise, surprise – by reading in quantity. Unfortunately, many of today’s students read far too little. This lack of time spent reading is particularly unfortunate, as reading constitutes a bedrock skill, essential in all subject areas. Thus, we teachers need to devote curriculum time to not only teaching students how to read but also to encouraging them to read extensively. This is what Extensive Reading is all about. Teachers Sourcebook for Extensive Reading provides hundreds of teacher tested ideas on how to do Extensive Reading. The book begins with an introduction to ‘the what’ and ‘the why’ of Extensive Reading. Thereafter, the book consists of three parts. Part 1 discusses finding materials for Extensive Reading. Part 2 offers ideas for motivating students to read and for activities that students might do after they read or while they are reading, including cooperative learning activities. Part 3 looks at how teachers can serve as advocates for Extensive Reading. Among the book’s distinctive features are breaks for reflection, first person accounts from teachers, and ideas for doing Action Research and other forms of teacher investigation and research on Extensive Reading. We hope that you will find the Teachers Sourcebook for Extensive Reading to be a practical book, but also informed by theory and researh. We also hope this book will make a difference for your students in their test scores and, even more, in their attitude toward reading, now and in the future.
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Finding Our Way

" At the end of each Part, more experienced teachers respond to the ideas generated in the preceding essays and add their own advice, concerns, and solutions.

Author: Wendy Bishop

Publisher: Houghton Mifflin College Division

ISBN: PSU:000059043379

Category: Education

Page: 204

View: 184

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This provocative and sometimes humorous collection of essays—written by college writing teachers for college writing teachers—explores seldom-discussed issues to help TAs develop confidence in overcoming classroom challenges. Teachers, both seasoned and new to the profession, create a dialogue by sharing their rich and varied experiences and responses to classroom and department situations. Each Part presents 4 to 7 short essays by Adjuncts and TAs, focusing on their experiences and "lessons learned." At the end of each Part, more experienced teachers respond to the ideas generated in the preceding essays and add their own advice, concerns, and solutions. Part 1: Approaching the Classroom centers on entering a new writing program and succeeding as a foreign-born writing teacher. Part 2: Inside Out focuses on gaining confidence as a teacher and managing sexual politics and power struggles in the classroom. Part 3: Beyond the Classroom helps readers question the teaching profession and offers advice on surviving department politics. An Appendix provides a useful listing of composition texts that offer further helpful advice.
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A Sourcebook for Responding to Student Writing

Specifically, the book presents: twenty-five sets of responses, made on a sampling of five student papers, including expressive, explanatory, evaluative, and argumentative writing; comments by a variety of teachers both well-recognized ...

Author: Richard Straub

Publisher:

ISBN: UCSC:32106017320471

Category: Education

Page: 230

View: 701

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A Sourcebook for Responding to Student Writing is a resource for writing teachers. It provides a range of teacher comments on a sampling of college student papers and an anthology of key statements on theory and practice of responding to student writing. Specifically, the book presents: twenty-five sets of responses, made on a sampling of five student papers, including expressive, explanatory, evaluative, and argumentative writing; comments by a variety of teachers both well-recognized composition scholars who have contributed to the research on teacher response and college English teachers whose primary area of study is outside composition; two additional essays without accompanying teacher comments, for further practice; a detailed bibliography on teacher response; a collection of noted articles on reading, evaluating, and responding to student writing[.] Free of analysis and apparatus, the book may be used by teachers in their own ways, according to their own assumptions, predilections and goals, to develop better ways of responding to student writing. --From cover.
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Reading and Writing Sourcebook

EH33333HEE3 CORRELATION TO WRITE SOURCE 2000 Like the Write Source
2000 and All Write handbooks, the Sourcebook will appeal to teachers who
believe that writing is a way of learning or a means of discovery and exploration.

Author: Robert A. Pavlik

Publisher: Great Source Education Group Incorporated

ISBN: 0669476358

Category: Education

Page: 288

View: 119

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Program designed for struggling readers and provides direct reading and writing instruction using high interest literature.
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Collective Wisdom

From the Preface: This collection of lessons and assignments reflects our conviction that good teaching should make the composition classroom a place of initiation as well as instruction, in which the teacher becomes the catalyst for a ...

Author: Sondra J. Stang

Publisher: McGraw-Hill College

ISBN: UOM:49015000590258

Category: Language Arts & Disciplines

Page: 365

View: 468

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From the Preface: This collection of lessons and assignments reflects our conviction that good teaching should make the composition classroom a place of initiation as well as instruction, in which the teacher becomes the catalyst for a growing engagement with reading and writing, showing students not only how to read and write but also why they should care about the whole enterprise. In fulfilling this purpose, most teachers act as practitioners, not theorists or researchers, and are habitually, incorrigibly, and (in our view) appropriately, eclectic in their methods. No theory can be adequate to all situations; what most teachers want to know is, "What works?" The enthusiasm and generosity with which teachers all over the country have responded to out invitation to submit their best lessons and assignments indicates that this need is widely felt, and we hope the collection will be of service not only to new teachers but also to experienced teachers who wish to keep their teaching fresh and effective. In choosing the lessons we have welcomed widely different styles and strategies in teaching, since we feel that good teaching in composition is necessarily more diverse (and probably more difficult) than in almost any other subject, and that it grows out of a teacher's own instincts and experience. Thus we endorse no single method or vocabulary but have tried to represent a range of temperaments, approaches, teaching levels, student bodies, and institutions. We think that teachers of many kinds will find here material for inspiration, instruction, or emulation.
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The Longman Sourcebook for Writing Program Administrators

Writing Ourselves into the Story : Unheard Stories from Composition Studies .
Carbondale : Southern Illinois UP , 1993 . 154 – 73 . Potts , Maureen , and David
Schwalm . “ A Training Program for Teaching Assistants in Freshman English .

Author: Irene Ward

Publisher: Longman Publishing Group

ISBN: UOM:39015069309154

Category: Language Arts & Disciplines

Page: 400

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The Longman Sourcebook for Writing Program Administrators serves as a reference work and handbook for those charged with administering writing programs at colleges and universities. Both English Department Chairpersons and Directors of Writing Programs will find this an essential resource. The book is also intended for graduate-level courses in writing program administration, serving as an introduction to the theory, issues, and practical problems of writing program administration.
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Writing Teaching Learning

More than a sourcebook, Writing, Teaching, Learning is a celebration of the writing-teaching process, reflecting the best writing about the teaching of writing published within the last ten years.

Author: Richard Layton Graves

Publisher: Boynton/Cook

ISBN: UCSC:32106017281772

Category: Education

Page: 353

View: 875

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More than a sourcebook, Writing, Teaching, Learning is a celebration of the writing-teaching process, reflecting the best writing about the teaching of writing published within the last ten years.
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The Writing Program Administrator s Resource

The Writing Teacher's Sourcebook. 4th ed. New York: Oxford UR 1999. A
collection of essays exploring (a) the “con texts of teaching”—theoretical
perspectives, teacher roles and experiences, stu dent roles and experiences,
sites of teaching, ...

Author: Stuart C. Brown

Publisher: Routledge

ISBN: 9781135648855

Category: Language Arts & Disciplines

Page: 560

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The role of the writing program administrator is one of diverse activities and challenges, and preparation for the position has traditionally come through performing the job itself. As a result, uninitiated WPAs often find themselves struggling to manage the various requirements and demands of the position, and even experienced WPAs often encounter situations on which they need advice. The Writing Program Administrator's Resource has been developed to address the needs of all WPAs, regardless of background or experience. It provides practical, applicable tools to effectively address the differing and sometimes competing roles in which WPAs find themselves. Readers will find an invaluable collection of articles in this volume, addressing fundamental practices and issues encountered by WPAs in their workplace settings and focusing on the hows and whys of writing program administration. With formal preparation and training only now beginning to catch up to the very real needs of the WPA, this volume offers guidance and support from authoritative and experienced sources--educators who have established the definitions and standards of the position; who have run into obstacles and surmounted them; and who have not just survived but thrived in their roles as WPAs. Editors Stuart C. Brown and Theresa Enos contribute their own experience and bring together the voices of their colleagues to delineate the intellectual scope and practices of writing program administration as an emerging discipline. Established and esteemed leaders in the field offer insights, advice, and plans of action for the myriad scenarios encountered in the position, encouraging WPAs and helping them to realize that they often know more than they think they do. This resource is required reading for the new WPA, and an essential reference for all who serve in the WPA role. As a guidebook for WPAs, it is destined to become a fixture on the desk of every educator involved with or interested in administrating writing programs, writing centers, and writing-across-the-curriculum efforts.
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Evaluating Children s Writing

A Handbook of Grading Choices for Classroom Teachers Suzanne Bratcher,
Linda Ryan. This bibliography is an invaluable tool for a survey of the literature. A
section on the evaluation of writing (pp. 7–9) cites sources that discuss classroom
 ...

Author: Suzanne Bratcher

Publisher: Routledge

ISBN: 9781135627362

Category: Education

Page: 520

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Evaluating Children's Writing: A Handbook of Grading Choices for Classroom Teachers, Second Edition introduces and explains a wide range of specific evaluation strategies used by classroom teachers to arrive at grades and gives explicit instructions for implementing them. Samples of student writing accompany the instructions to illustrate the techniques, and an appendix of additional student writing is provided to allow readers to practice particular evaluation strategies. More than just a catalog of grading options, however, this is a handbook with a point of view. Its purpose is to help teachers become intentional about their grading practices. Along with recipes for grading techniques, it offers a philosophy of evaluating student writing that encourages teachers to put grading into a communication context and to make choices among the many options available by determining the instructional purpose of the assignment and considering the advantages and disadvantages of particular grading strategies. Specific grading techniques are integrated with suggestions about the craft of evaluation--guidelines for instructional objectives, for student audience analysis, and for teacher self-analysis that help define communication contexts. New in the Second Edition: *a new chapter on state standards and assessments; *a reorganization of the chapter on approaches to grading; *additions to the chapter on management systems; *additions to the chapter on teaching yourself to grade; *additions to the annotated bibliography; and *updated references throughout the text.
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Teaching in the 21st Century

2 ErikaLindemann,A Rhetoricfor Writing Teachers, 3 rd ed. (Oxford:Oxford
University Press, 1982), 95. 3 JamesA.Berber, “Contemporary Composition: The
Major Pedagogical Theories,” in The Writing Teacher's Sourcebook, 3 rd ed., ed.

Author: Alice Robertson

Publisher: Routledge

ISBN: 9781135579685

Category: Education

Page: 384

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The essays in this book argue that the active learning strategies that teachers trained in composition use for their literature courses can be exported to other disciplines to enhance both teacher performance and student learning. The book provides and explains examples of those strategies and illustrates how they have been effectively used in other disciplines.
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Practical Ideas for Teaching Writing as a Process at the High School and College Levels

But the word processor can contribute greatly to the writing process if it is used
wisely . Yes , there is a better way ! EDITOR ' S NOTE : For additional information
on the use of computers in writing , see pages 8 , 9 , and 59 - 62 in Handbook for
 ...

Author: Carol Booth Olson

Publisher:

ISBN: STANFORD:36105021476150

Category: Creative writing

Page: 310

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The concept of writing as process has revolutionized the way many view composition, and this book is organized by the stages of that process. Each section begins with a well-known author presenting specific techniques, followed by commentaries which include testimonials, applications of writing techniques, and descriptions of strategy modifications all contributed by classroom teachers. The book includes the following sections and initial chapters: Section 1 (The Process): "Teaching Writing as a Process" (Catherine D'Aoust); Section 2 (Prewriting): "Clustering: A Prewriting Process" (Gabriele Lusser Rico); Section 3 (Prewriting in Different Subjects): "Prewriting Assignments Across the Curriculum" (Jim Lee); Section 4 (Showing, Not Telling): "A Training Program for Student Writers" (Rebekah Caplan); Section 5 (Using Cooperative Learning to Facilitate Writing): "Using Structures to Promote Cooperative Learning in Writing" (Jeanne M. Stone and Spencer S. Kagan); Section 6 (Writing): "Developing a Sense of Audience, or Who Am I Really Writing This Paper For?" (Mark K. Healy); Section 7 (Teaching Writing in the Culturally and Linguistically Diverse Classroom): "English Learners and Writing: Responding to Linguistic Diversity" (Robin Scarcella); Section 8 (Domains of Writing): "Teaching the Domains of Writing" (Nancy McHugh); Section 9 (Writing the Saturation Report): "Using Fictional Techniques for Nonfiction Writing" (Ruby Bernstein); Section 10 (Point of View in Writing): "A Lesson on Point of View...That Works" (Carol Booth Olson); Section 11 (Writing the I-Search Paper): "The Reawakening of Curiosity: Research Papers as Hunting Stories" (Ken Macrorie); Section 12 (Critical Thinking and Writing): "Reforming Your Teaching for Thinking: The Studio Approach" (Dan Kirby); Section 13 (Sharing/Responding): "Some Guidelines for Writing-Response Groups" (Peter Elbow); Section 14 (Reader Responses): "Dialogue with a Text" (Robert E. Probst); Section 15 (RAGs for Sharing/Responding): "Using Read-Around Groups to Establish Criteria for Good Writing" (Jenee Gossard); Section 16 (Rewriting/Editing): "Competence for Performance in Revision" (Sheridan Blau); Section 17 (Revising for Correctness): "Some Basics That Really Do Lead to Correctness" (Irene Thomas); Section 18 (Building Vocabularies): "Word-Sprouting: A Vocabulary-Building Strategy for Remedial Writers" (Barbara Morton); Section 19 (Evaluation): "Holistic Scoring in the Classroom" (Glenn Patchell); and Section 20 (Evaluation Techniques): "Some Techniques for Oral Evaluation" (Michael O'Brien). Contains over 100 references. (EF)
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A Primer for Writing Teachers

Strategies For Basic Writing Bartholomae , David . “ The Study of Error . " CCC 31
( 1980 ) : 253 – 69 . Rpt . in The Writing Teacher ' s Sourcebook 303 – 17 .
Carkeet , David . “ Understanding Syntactic Errors in Remedial Writing . ” CE , 38
 ...

Author: David Foster

Publisher: Boynton/Cook Pub

ISBN: UCSC:32106017150399

Category: Education

Page: 252

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Essential reading for teachers interested in the methods and problems of composition but unfamiliar with its current theoretical backgrounds.
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