Teaching Writing in Middle and Secondary Schools Theory, Research and Practice

ISBN-10: 0205188974

ISBN-13: 9780205188970

Edition: 1999

Authors: Margot Iris Soven

List price: $131.60
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This innovative text speaks directly to students preparing to teach writing and to practicing English teachers who want to improve their ability to teach writing. It includes a useful summary of the research and theory which form the basis of the writing revolution. Using practical explanations of teaching strategies and many examples of assignments and student writing, the text offers novel methods through which to teach the writing process and new techniques to effectively evaluate and respond to student writing.
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Book details

List price: $131.60
Copyright year: 1999
Publisher: Allyn & Bacon, Incorporated
Publication date: 12/9/1998
Binding: Paperback
Pages: 312
Size: 6.25" wide x 9.25" long x 0.75" tall
Weight: 0.836
Language: English

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