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| Preface | |
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| Classroom Issues | |
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| Preparing for the Course | |
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| Finding Out about the Course | |
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| Choosing the Textbooks | |
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| Multimodal Learning Technologies | |
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| Links to Community Engagement: Service Learning, Community-Based Literacy Projects, and Public Writing Initiatives | |
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| Creating a Syllabus | |
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| Sample Syllabi | |
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| Works Cited | |
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| The First Few Days of Classes | |
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| The First Class | |
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| Bureaucratic Tasks | |
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| The Syllabus | |
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| Introductions | |
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| Dismissal | |
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| The Second Class | |
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| Bureaucratic Tasks | |
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| Diagnostic Essay | |
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| Dismissal | |
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| After the Second Class | |
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| The Third Class | |
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| Lesson Plans | |
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| Works Cited | |
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| Everyday Activities | |
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| Classroom Order ad Group-Ethos | |
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| Classroom Routines | |
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| Limiting Lectures | |
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| Leading Effective Class Discussions | |
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| In-Class Writing | |
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| Teaching in Wired, Wireless, and Hybrid Classrooms | |
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| Collaboration: Workshops and Peer Response | |
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| Whole-Class Workshops | |
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| Peer-Response Groups | |
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| Tasks for Peer-Response Groups | |
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| Online and Electronic Peer Response | |
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| Evaluating Peer-Response Groups | |
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| Understanding Cultural and Multilingual Differences in Peer-Response Groups | |
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| Student Conferences | |
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| Scripting the Conference | |
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| Everybody's Issues | |
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| Absenteeism and Tardiness | |
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| Late Essays | |
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| Class Cancellations | |
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| Use of Personal Technology in the Classroom | |
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| Disruptive Students | |
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| Disabilities and Learning Differences | |
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| Plagiarism, Intellectual Property, and Academic Integrity | |
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| Works Cited | |
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| Successful Writing Assignments | |
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| Assignments | |
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| Defining Good Assignments | |
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| Assignment Sequences | |
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| Research Assignments | |
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| Web Assignments | |
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| Assignments Delivered Orally | |
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| Assignments That Call for the Use of Visual Components | |
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| Multimodal Assignments | |
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| Creating Assignments and Explaining Them to Students | |
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| Revision | |
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| Works Cited | |
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| Evaluating Student Essays | |
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| Standards and Evaluation | |
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| Formal Standards | |
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| Standards of Content | |
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| Evaluating Formal Standards and Standards of Content When Responding to ESL Student Writing | |
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| General Routines for Evaluation | |
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| Marginal Comments | |
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| Terminal Comments | |
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| The Grade | |
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| Methods and Criteria for Grading | |
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| Course-Based Grading Criteria | |
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| Rubrics | |
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| Contract Grading | |
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| Portfolio Grading | |
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| Handling the Paper Load | |
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| The End of the Term | |
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| Final Grades | |
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| Student Evaluations of Course and Teacher | |
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| Afterword | |
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| Works Cited | |
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| Rhetorical Practices | |
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| Teaching Invention | |
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| Bringing the Rhetorical Canon of Invention into the Writing Classroom | |
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| Heuristic Systems of Invention | |
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| Using Heuristic Strategies in the Classroom | |
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| Classical Topical Invention | |
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| Using Classical Topical Invention in the Classroom | |
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| Journal Writing | |
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| Using Journals in the Classroom | |
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| Evaluating Journals | |
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| Brainstorming | |
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| Using Brainstorming in the Classroom | |
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| Clustering | |
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| Using Clustering in the Classroom | |
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| Freewriting | |
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| Using Freewriting in the Classroom | |
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| The Benefits of Freewriting | |
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| Works Cited | |
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| Teaching Arrangement and Form | |
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| Rhetorical Form | |
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| Classically Descended Arrangements | |
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| The Three-Part Arrangement | |
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| Using the Three-Part Arrangement in the Classroom | |
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| An Exercise for Small Groups | |
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| The Four-Part Arrangement | |
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| Using the Four-Part Arrangement in the Classroom | |
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| The Six-Part Arrangement | |
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| Using the Six-Part Arrangement in the Classroom | |
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| Other Patterns of Arrangement | |
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| Arrangements for Rhetorical Methods | |
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| Arrangements for Creative Nonfiction Essays | |
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| Using Arrangements for Creative Nonfiction Essays in the Classroom | |
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| An Exercise for Linking Invention and Arrangement | |
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| Arrangement and Multimodal Writing | |
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| Considering Arrangement for New Media in the Classroom | |
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| Techniques of Editing and Planning | |
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| Using the Outline in the Classroom | |
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| Using Winterowd's "Grammar of Coherence" Technique in the Classroom | |
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| Works Cited | |
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| Teaching Style | |
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| Style: Theory and Pedagogic Practice | |
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| Milic's Three Theories of Style | |
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| A Pedagogic Focus on Rhetorical Choices | |
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| Choosing a Rhetorical Stance | |
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| Considering the Audience for Student Essays | |
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| Levels of Style | |
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| Exercises for Developing Style | |
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| Imitation | |
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| Using Imitation Exercises in the Classroom | |
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| Language Variety | |
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| Teaching an Awareness of Language Variety | |
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| Language Varieties and Varying Syntax | |
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| Alternate Styles: Grammar B | |
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| Using Alternate Styles in the Classroom | |
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| Evaluating Alternate Styles | |
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| Works Cited | |
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| Teaching Memory | |
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| Memory and Composition Studies | |
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| Remembering and Making Writing Memorable: Teaching Memoir and Personal Writing | |
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| Invention | |
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| Memory as Communal | |
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| Research | |
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| Experience, Image, Idea | |
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| Collective Memory | |
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| Considering Collective Memory in the Writing Classroom: A Multimodal Approach | |
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| Works Cited | |
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| Teaching Delivery | |
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| Delivering Writing, Delivering Pedagogy | |
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| The Changing Nature of Writing, Reading, Audience, and Context | |
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| Establishing Goals - and Delivering on Them | |
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| Other Options for Exploring Multiple Modes of Delivery | |
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| Understanding Multiple Literacies and Their Effects on Delivery | |
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| One Approach to Considering Multiple Literacies: Defining Computer Literacies | |
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| Using Selber's Approach in the Classroom | |
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| Expanding Consideration of Multiple Literacies in the Classroom | |
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| Delivering Pedagogy: Extratextual Spaces | |
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| One Approach co Delivery in Extratextual Spaces | |
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| Using Taylor's Approach in the Classroom | |
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| Works Cited | |
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| Invitation to Further Study | |
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| Ways into the Scholarly and Pedagogic Conversation | |
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| Composition/Rhetoric and its Concerns | |
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| Central Concerns | |
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| The Content of First-Year Writing and Transfer | |
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| Disciplinarity and Assessment | |
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| Diversity and Difference | |
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| Another Invitation to Further Research | |
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| Works Cited | |
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| Suggested Readings for Teachers of Writing | |
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| Bibliographies and Other Reference Works | |
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| Rhetorical History, Theory, and Practice | |
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| Composition History and Theory | |
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| Composition Practice and Pedagogy | |
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| Literacy Studies | |
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| Axes of Difference | |
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| Computers, Technology, and New Media | |
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| FY Writing Programs: Models and Administrative Practices | |
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| Pedagogic Issues for College Teachers | |
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| An Anthology of Essays | |
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| Introduction | |
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| Work Cited | |
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| Teaching about Writing, Righting Misconceptions: (Re)Envisioning "First Year Composition" as "Introduction to Writing Studies" | |
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| The Teaching Craft: Telling, Listening, Revealing | |
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| Helping Peer Writing Groups Succeed | |
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| Talking in the Middle: Why Writers Need Writing Tutors | |
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| Responding to Student Writing | |
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| "Mistakes Are a Fact of Life": A National Comparative Study | |
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| Materiality and Genre in the Study of Discourse Communities | |
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| The Language of Exclusion: Writing Instruction at the University | |
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| When the First Voice You Hear Is Not Your Own | |
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| Avoiding the Difference Fixation: Identity Categories, Markers of Difference, and the Teaching of Writing | |
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| Meaning and Development of Academic Literacy in a Second Language | |
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| The Myth of Linguistic Homogeneity in U.S. College Composition | |
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| Opinion: Language Difference in Writing: Toward a Translingual Approach | |
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| Toward New Media Texts: Taking Up the Challenges of Visual Literacy | |
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| awaywithwords: On the Possibilities in Unavailable Designs | |
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| CCCC Chair's Address: Representing Ourselves | |
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| Acknowledgments | |
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| Index | |