St. Martin's Guide to Teaching Writing

Name: St. Martin's Guide to Teaching Writing
Price: 3.81 USD
Availability: InStock
ISBN: 9780312404178

ISBN-10: 0312404174

ISBN-13: 9780312404178

Edition: 5th 2003

Authors: Cheryl Glenn, Robert J. Connors

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Description:

The St. Martin's Guide to Teaching Writing brings together in one resource classroom-tested practical advice, the best new thinking in composition theory, and an up-to-date anthology of scholarly essays. The sixth edition features two new chapters: one on the role of memory in the writing process, especially in relation to invention and research, and the other on delivery, addressing the impact of technology on how students present their writing and on how instructors present their lessons. New coverage of constructing successful assignments using visual, oral, and electronic texts; extensive support for teaching multilingual writers; tips for conducting and evaluating peer-response groups;…

Book details

Edition: 5th
Copyright year: 2003
Publisher: Bedford/Saint Martin's
Publication date: 4/15/2003
Binding: Paperback
Pages: 592
Size: 5.75" wide x 8.75" long x 0.75" tall
Weight: 1.540
Language: English

Classroom Issues	p. 1
Preparing for the Course	p. 3
Finding Out About the Course	p. 3
Choosing the Textbooks	p. 6
Computerized Learning Technologies	p. 7
Links to Community Service	p. 9
Creating a Syllabus	p. 10
Sample Syllabi	p. 14
Works Cited	p. 40
The First Few Days of Classes	p. 42
The First Class	p. 42
Bureaucratic Tasks	p. 43
The Syllabus	p. 45
Introductions	p. 45
Dismissal	p. 46
The Second Class	p. 46
Bureaucratic Tasks	p. 46
Diagnostic Essay	p. 46
Dismissal	p. 47
After the Second Class	p. 48
The Third Class	p. 50
Lesson Plans	p. 51
Works Cited	p. 54
Everyday Activities	p. 56
Classroom Order and Group Ethos	p. 56
Classroom Routines	p. 58
Limiting Lectures	p. 58
Leading Effective Class Discussions	p. 59
In-Class Writing	p. 62
Teaching in Wired, Wireless, and Hybrid Classrooms	p. 63
Collaboration: Workshops and Peer Response	p. 66
Whole-Class Workshops	p. 68
Peer-Response Groups	p. 69
Tasks for Peer-Response Groups	p. 70
Online and Electronic Peer Response	p. 73
Evaluating Peer-Response Groups	p. 74
Understanding Cultural and Multilingual Differences in Peer-Response Groups	p. 74
Student Conferences	p. 75
Scripting the Conference	p. 77
Everybody's Issues	p. 79
Absenteeism and Tardiness	p. 79
Late Essays	p. 80
Plagiarism, Intellectual Property, and Academic Integrity	p. 80
Works Cited	p. 87
Successful Writing Assignments	p. 89
Assignments	p. 89
Assignment Sequences	p. 90
Assignments Based in Literature	p. 93
Web Assignments	p. 96
Oral Assignments	p. 97
Assignments That Call for the Use of Visual Components	p. 99
Defining Good Assignments	p. 100
Creating Assignments and Explaining Them to Students	p. 102
Revision	p. 104
Sample Assignments	p. 107
Works Cited	p. 112
Evaluating Student Essays	p. 114
Standards and Evaluation	p. 116
Formal Standards	p. 116
Standards of Content	p. 117
Evaluating Formal Standards and Standards of Content When Responding to ESL Student Writing	p. 119
General Routines for Evaluation	p. 120
Marginal Comments	p. 121
Terminal Comments	p. 123
The Grade	p. 125
Methods and Criteria for Grading	p. 126
Course-Based Grading Criteria	p. 126
Rubrics	p. 128
Contract Grading	p. 132
Portfolio Grading	p. 134
The End of the Term	p. 141
Final Grades	p. 141
Student Evaluations of Course and Teacher	p. 144
Afterword	p. 145
Works Cited	p. 146
Rhetorical Practices	p. 149
Teaching Invention	p. 151
Bringing the Rhetorical Canon of Invention Into the Writing Classroom	p. 152
Heuristic Systems of Invention	p. 154
Using Heuristic Strategies in the Classroom	p. 155
Classical Topical Invention	p. 156
Using Classical Topical Invention in the Classroom	p. 158
Journal Writing	p. 161
Using Journals in the Classroom	p. 162
Evaluating Journals	p. 165
Brainstorming	p. 166
Using Brainstorming in the Classroom	p. 166
Clustering	p. 167
Using Clustering in the Classroom	p. 167
Freewriting	p. 168
Using Freewriting in the Classroom	p. 169
The Benefits of Freewriting	p. 171
Works Cited	p. 172
Teaching Arrangement and Form	p. 174
Rhetorical Form	p. 175
Classically Descended Arrangements	p. 176
The Three-Part Arrangement	p. 176
Using the Three-Part Arrangement in the Classroom	p. 178
An Exercise for Small Groups	p. 179
The Four-Part Arrangement	p. 179
Using the Four-Part Arrangement in the Classroom	p. 183
Two More-Detailed Arrangements	p. 185
Using the More-Detailed Arrangements in the Classroom	p. 187
Other Patterns of Arrangement	p. 188
Arrangements for Rhetorical Methods	p. 188
Arrangements for Creative Nonfiction Essays	p. 190
Using Arrangements for Creative Nonfiction Essays in the Classroom	p. 191
An Exercise for Linking Invention and Arrangement	p. 192
Techniques of Editing and Planning	p. 193
Using the Outline in the Classroom	p. 193
Using Winterowd's "Grammar of Coherence" Technique in the Classroom	p. 195
Works Cited	p. 197
Teaching Style	p. 199
Style: Theory and Pedagogic Practice	p. 200
Milic's Three Theories of Style	p. 201
A Pedagogic Focus on Rhetorical Choices	p. 202
Choosing a Rhetorical Stance	p. 203
Considering the Audience for Student Essays	p. 205
Levels of Style	p. 206
Exercises for Developing Style	p. 207
Imitation	p. 208
Using Imitation Exercises in the Classroom	p. 208
Language Variety	p. 211
Teaching an Awareness of Language Variety	p. 213
Language Varieties and Varying Syntax	p. 215
Alternate Styles: Grammar B	p. 216
Using Alternate Styles in the Classroom	p. 216
Evaluating Alternate Styles	p. 218
Works Cited	p. 220
Teaching Memory	p. 222
Memory in the Composition Classroom	p. 223
Remembering and Making Writing Memorable: Teaching Memoir and Personal Writing	p. 224
Invention	p. 224
Memory as Communal	p. 225
Research	p. 226
Experience, Image, Idea	p. 226
Memory as Database: Teaching Research Assignments	p. 227
Internet Research in the Writing Class	p. 229
The World Wide Web	p. 229
A Web Exercise	p. 231
Research Writing in the Classroom	p. 233
A Model Five-Week Assignment	p. 235
An Exercise for Formulating a Thesis	p. 242
An Exercise in Revision	p. 244
Additional Assignments	p. 244
Works Cited	p. 248
Teaching Delivery	p. 249
Delivering Writing	p. 249
Delivering Pedagogy	p. 250
Blurred Boundaries: The Changing Nature of Writing, Reading, Audience, and Context	p. 250
Teaching Blurred Boundaries: Establishing Goals-and Delivering on Them	p. 251
Other Options for Exploring Blurred Boundaries in the Classroom	p. 253
Multiple Literacies	p. 255
One Approach to Considering Multiple Literacies: Defining Computer Literacies	p. 256
Using Selber's Approach in the Classroom	p. 257
Expanding Consideration of Multiple Literacies in the Classroom	p. 258
Delivering Pedagogy: Extra-Textual Spaces	p. 260
One Approach to Delivery in Extra-Textual Spaces	p. 260
Using Taylor's Approach in the Classroom	p. 260
Works Cited	p. 262
Invitation to Further Study	p. 264
Ways Into the Scholarly and Pedagogical Conversation	p. 264
Composition/Rhetoric and Its Concerns	p. 266
Central Concerns	p. 266
The Content of First-Year Writing	p. 266
Evaluation and Response	p. 267
Diversity in the Writing Classroom	p. 268
Another Invitation to Further Research	p. 269
Works Cited	p. 269
Suggested Readings for Teachers of Writing	p. 271
Bibliographies and Other Reference Works	p. 271
Rhetorical History, Theory, and Practice	p. 272
Composition History and Theory	p. 273
Composition Practice and Pedagogy	p. 273
Literacy Studies	p. 274
Axes of Difference	p. 274
Computers, Technology, and New Media	p. 275
FY Writing Programs: Models and Administrative Practices	p. 276
Pedagogic Issues for College Teachers	p. 277
An Anthology of Essays	p. 279
Introduction	p. 279
Work Cited	p. 281
Janet Emig, Writing as a Mode of Learning	p. 282
Robert J. Connors and Andrea A. Lunsford, Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research	p. 290
Patrick Hartwell, Grammar, Grammars, and the Teaching of Grammar	p. 305
Ilona Leki, Meaning and Development of Academic Literacy in a Second Language	p. 330
Wendy Bishop, Helping Peer Writing Groups Succeed	p. 343
Nancy Sommers, Responding to Student Writing	p. 352
Lynn Z. Bloom, Why I (Used to) Hate to Give Grades	p. 361
Jacqueline Jones Royster, When the First Voice You Hear Is Not Your Own	p. 371
David Bartholomae, Inventing the University	p. 382
Mike Rose, The Language of Exclusion: Writing Instruction at the University	p. 397
Beverly J. Moss and Keith Walters, Rethinking Diversity: Axes of Difference in the Writing Classroom	p. 417
Bruce Herzberg, Service Learning and Public Discourse	p. 441
Andrea A. Lunsford and Cheryl Glenn, Rhetorical Theory and the Teaching of Writing	p. 452
Peter Elbow, The Cultures of Literature and Composition: What Could Each Learn from the Other?	p. 466
Cynthia L. Selfe, Toward New Media Texts: Taking Up the Challenges of Visual Literacy	p. 479
Bruce Horner and John Trimbur, English Only and U.S. College Composition	p. 505
Acknowledgments	p. 534
Index	p. 537
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