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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 | |