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| The Composing Process | |
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| Why Teach Writing? | |
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| Writing as Economic Power | |
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| Writing as Social Necessity | |
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| Writing as Knowing | |
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| The Humanistic Perspective | |
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| An Overview of This Book | |
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| What Is Writing? | |
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| The Addresser | |
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| The Addressee | |
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| Context | |
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| Code | |
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| Summary and Applications | |
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| What Does the Process Involve? | |
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| What Experience Tells Us | |
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| Published Accounts of the Process | |
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| Prewriting | |
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| Writing | |
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| Rewriting | |
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| Writing as Social Interaction | |
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| Rhetorical Theory and Practice | |
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| What Do Teachers Need to Know about Rhetoric? | |
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| Preliminary Questions | |
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| What Is Rhetoric? | |
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| Classical Rhetoric | |
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| Medieval and Renaissance Rhetoric | |
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| The Renaissance to the Twentieth Century | |
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| Contemporary Rhetoric | |
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| Conclusion | |
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| What Do Teachers Need to Know about Linguistics? | |
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| Writing and Speech | |
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| The Nature of Language | |
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| Grammar and Usage | |
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| Approaches to Grammar | |
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| Structural Grammar | |
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| Generative-Transformational Grammar | |
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| Th Association Model | |
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| What Do Teachers Need to Know about Cognition? | |
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| Creativity | |
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| Perception | |
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| Conception | |
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| Piaget | |
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| Moffett | |
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| Conclusion | |
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| Prewriting Techniques | |
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| Perception Exercises | |
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| Brainstorming and Clustering | |
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| Freewriting | |
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| Journals | |
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| Heuristics | |
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| Models | |
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| Shaping Discourse | |
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| Form Consciousness | |
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| Discovering for Teaching Form | |
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| Strategies for Teaching Form | |
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| Blocking | |
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| D'Angelo's Paradigms | |
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| Teaching Paragraphing | |
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| Traditional Views of the Paragraph | |
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| How Writers Paragraph | |
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| Relating | |
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| Generative Rhetoric of the Paragraph | |
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| A Sequence of Lessons | |
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| Teaching about Sentences | |
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| Sentence Combining | |
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| Cumulative Sentences | |
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| Teaching about Words | |
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| Parts of Speech | |
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| Active and Passive Voice | |
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| Derivational and Inflectional Affixes | |
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| Style | |
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| Additional Resources | |
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| Suggestions for Teaching Students about Language | |
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| Teaching Rewriting | |
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| Changing Attitudes | |
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| Writing Strategies Applied to Rewriting: Finding the Subject | |
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| Rewriting: Finding the Shape of Discourse | |
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| Rewriting: Finding Relationships in Paragraphs | |
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| Rewriting: Finding Sentence Problems | |
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| Writing Workshops | |
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| Student-Generated Criteria | |
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| Teaching as Rhetoric | |
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| Developing Writing Assignments | |
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| Traditional Assignments | |
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| Defining a Rhetorical Problem | |
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| Responding to Student Writing | |
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| The Basics and Testing | |
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| Describing, Measuring, Judging | |
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| Diagnostic Reading | |
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| Teaching through Comments | |
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| Self-Evaluation | |
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| Atomistic Evaluation | |
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| Holistic Evaluation | |
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| Handling the Paper Load | |
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| Designing Writing Courses | |
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| Teaching as Rhetoric | |
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| General Principles of Course Design | |
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| Course Models | |
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| Active and Collaborative Learning | |
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| Course Outlines | |
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| Lesson Plans | |
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| The Teaching Performance | |
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| Some Important Dates in the History of Composition | |
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| A Selected Bibliography | |
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| List of Works Consulted | |
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| Index | |