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Writing Teacher's Sourcebook

ISBN-10: 0195123778
ISBN-13: 9780195123777
Edition: 4th 2000 (Revised)
List price: $69.95 Buy it from $7.50
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Description: 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,  More...

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Book details

List price: $69.95
Edition: 4th
Copyright year: 2000
Publisher: Oxford University Press, Incorporated
Publication date: 8/12/1999
Binding: Paperback
Pages: 400
Size: 6.25" wide x 9.25" long x 0.75" tall
Weight: 1.452

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.

Gary Tate is Addie Levy Professor of Literature at TCU, where he teaches courses in working-class literature, composition theory, and writing.

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

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