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| Preface | |
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| What English Teachers Need to Know about Writing | |
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| Maintaining Students' Positive Attitudes toward Writing | |
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| How You Become an Effective Instructor of Writing | |
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| What Do You Already Know about Writing? | |
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| How Can This Book Help You to Become an Effective Writing Instructor? | |
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| Conclusion | |
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| New Goals for Writing Instruction | |
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| A Brief History | |
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| Composition Research: New Approaches | |
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| Technology and Teaching Writing | |
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| Conclusion | |
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| Teaching the Writing Process | |
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| Teaching the Writing Process through Self-Reflection | |
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| Teaching the Writing Process: Strategies for Composing | |
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| Prewriting and Planning Techniques | |
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| Writing Time: Drafting and Revising | |
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| Publishing | |
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| Conclusion | |
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| Teaching about Sentences | |
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| The Development of Sentence Skills | |
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| How Error Analysis Can Contribute to Teaching Sentence Skills | |
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| Techniques for Helping Students Improve Sentences | |
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| Where Does Grammar Fit In? | |
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| Sentence Combining and Generative Rhetoric | |
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| Assorted Exercises in Sentence Composing | |
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| Teaching Style | |
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| Sentence Instruction: Nonstandard Dialect and ESL Students | |
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| The Computer and Sentence Instruction | |
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| Conclusion | |
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| Evaluating and Responding to Student Writing | |
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| Too Much Evaluation, Too Much Grading | |
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| What Is the Value of Not Grading? | |
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| Evaluation and Response: How Do They Differ? | |
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| Conferencing | |
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| Portfolios | |
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| Conclusion | |
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| Designing Writing Assignments | |
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| How Much Structure? How Much Freedom? | |
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| Assignment Terminology: What Is the Difference between Explain and Discuss? | |
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| Choosing the Assignment: What Should Students Write About? | |
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| Sequencing Assignments: How Do We Increase Assignment Difficulty? | |
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| The Purpose and Audience for the Assignment: Why Are We Writing? For Whom Are We Writing? | |
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| Assignment Deadlines: When Is the Paper Due? | |
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| Developing Evaluation Criteria: "How Can I Get an A?" | |
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| Assigning and Evaluating Ungraded Writing: "Teacher, How Will You Grade My Journal?" | |
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| Conclusion | |
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| Writing about Literature | |
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| Writing about Literature | |
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| Responding to Literature: Three Dimensions | |
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| Responding to Literature: The Reader-Response Approach | |
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| Writing the Formal Essay about Literature | |
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| Writing about Literature: Alternatives to the Essay | |
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| Writing Fiction, Poetry, and Plays | |
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| Writing Imaginative Literature and Teaching the Essay | |
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| The Computer and Teaching Literature | |
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| Conclusion | |
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| Composition Curricula: Four Approaches | |
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| The Correctness Approach | |
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| The Personal Growth Approach | |
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| The Rhetorical Approach | |
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| The Sociocultural Approach | |
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| District Curriculum Guides and Classroom Writing Programs | |
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| Designing Writing Units | |
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| Conclusion | |
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| Reflection, Research, and Teaching Writing | |
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| The Teacher as Researcher | |
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| The Teacher as Writer | |
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| The Mechanics of Journal Keeping | |
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| Writing by Teachers for Teachers | |
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| Benefits: The Teacher-Researcher and the Teacher-Writer | |
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| The Value of Teacher Research for Students | |
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| The Value of Teacher Research to the Academic Community | |
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| Conclusion | |
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| Joining the Profession | |
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| The National Council of Teachers of English | |
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| Professional Journals | |
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| Professional Conferences | |
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| Submitting Proposals | |
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| Support for Your Research | |
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| The National Writing Project | |
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| Special-Interest Organizations | |
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| The Internet | |
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| Conclusion | |
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| Index | |