Everyone Can Write Essays Toward a Hopeful Theory of Writing and Teaching Writing

ISBN-10: 0195104161

ISBN-13: 9780195104165

Edition: 2000

Authors: Peter Elbow

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Description:

This collection of essays includes sections on voice, the experience of writing, teaching and evaluation. Its emphasis is on the importance of binary thinking and nonadversarial argument.
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Book details

List price: $40.95
Copyright year: 2000
Publisher: Oxford University Press, Incorporated
Publication date: 1/27/2000
Binding: Paperback
Pages: 412
Size: 6.00" wide x 9.00" long x 1.25" tall
Weight: 1.804
Language: English

Introduction
Premises and Foundations
Illiteracy at Oxford and Harvard: Reflections on the Inability to Write
A Map of Writing in Terms of Audience and Response
The Uses of Binary Thinking
Fragments
The Believing Game--A Challenge after Twenty-Five Years
The Generative Dimension
Freewriting and the Problem of Wheat and Tares
Closing My Eyes as I Speak: An Argument for Ignoring Audience
Toward a Phenomenology of Freewriting
Fragments
Wrongness and Felt Sense
The Neglect and Rediscovery of Invention
Form and Content as Sources of Creation
Speech, Writing, and Voice
The Shifting Relationships Between Speech and Writing
Voice in Literature
Silence: A Collage
What Is Voice in Writing?
Fragments
On the Concept of Voice
Audible Voice: How Much Do We Hear the Text?
Voice in Texts as It Relates to Teaching
Discourses
Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues
In Defense of Private Writing: Consequences for Theory and Research
The War Between Reading and Writing--and How to End It
Your Cheatin' Art: A Collage
Fragments
Can Personal Expressive Writing Do the Work of Academic Writing?
Teaching
Inviting the Mother Tongue: Beyond "Mistakes," "Bad English," and "Wrong Language"
High Stakes and Low Stakes in Assigning and Responding to Writing
Breathing Life into the Text
Using the Collage for Collaborative Writing
Fragments
Being a Writer vs. Being an Academic: A Conflict in Goals
Separating Teaching from Certifying
What Kind of Leadership Is Best for Collaborative Learning?
Evaluation and Grading
Getting Along Without Grades--and Getting Along With Them Too
Starting the Portfolio Experiment at SUNY Stony Brook Pat Belanoff, co-author
Fragments
Probems with Grading
The Conflict Between Reliability and Validity
How Portfolios Shake Up the Assessment Process and Thereby Lead too Minimal Holistic Scoring and Multiple Trait Scoring
Multiple Trait Scoring as an Alternative to Holistic Scoring
Tracking Leads to a Narrow Definition of Intelligence
The Benefits and Feasibility of Liking
Writing Assessment in the Twenty-First Century: A Utopian View
Published Works
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