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St. Martin's Guide to Teaching Writing

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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;…    
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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 Issuesp. 1
Preparing for the Coursep. 3
Finding Out About the Coursep. 3
Choosing the Textbooksp. 6
Computerized Learning Technologiesp. 7
Links to Community Servicep. 9
Creating a Syllabusp. 10
Sample Syllabip. 14
Works Citedp. 40
The First Few Days of Classesp. 42
The First Classp. 42
Bureaucratic Tasksp. 43
The Syllabusp. 45
Introductionsp. 45
Dismissalp. 46
The Second Classp. 46
Bureaucratic Tasksp. 46
Diagnostic Essayp. 46
Dismissalp. 47
After the Second Classp. 48
The Third Classp. 50
Lesson Plansp. 51
Works Citedp. 54
Everyday Activitiesp. 56
Classroom Order and Group Ethosp. 56
Classroom Routinesp. 58
Limiting Lecturesp. 58
Leading Effective Class Discussionsp. 59
In-Class Writingp. 62
Teaching in Wired, Wireless, and Hybrid Classroomsp. 63
Collaboration: Workshops and Peer Responsep. 66
Whole-Class Workshopsp. 68
Peer-Response Groupsp. 69
Tasks for Peer-Response Groupsp. 70
Online and Electronic Peer Responsep. 73
Evaluating Peer-Response Groupsp. 74
Understanding Cultural and Multilingual Differences in Peer-Response Groupsp. 74
Student Conferencesp. 75
Scripting the Conferencep. 77
Everybody's Issuesp. 79
Absenteeism and Tardinessp. 79
Late Essaysp. 80
Plagiarism, Intellectual Property, and Academic Integrityp. 80
Works Citedp. 87
Successful Writing Assignmentsp. 89
Assignmentsp. 89
Assignment Sequencesp. 90
Assignments Based in Literaturep. 93
Web Assignmentsp. 96
Oral Assignmentsp. 97
Assignments That Call for the Use of Visual Componentsp. 99
Defining Good Assignmentsp. 100
Creating Assignments and Explaining Them to Studentsp. 102
Revisionp. 104
Sample Assignmentsp. 107
Works Citedp. 112
Evaluating Student Essaysp. 114
Standards and Evaluationp. 116
Formal Standardsp. 116
Standards of Contentp. 117
Evaluating Formal Standards and Standards of Content When Responding to ESL Student Writingp. 119
General Routines for Evaluationp. 120
Marginal Commentsp. 121
Terminal Commentsp. 123
The Gradep. 125
Methods and Criteria for Gradingp. 126
Course-Based Grading Criteriap. 126
Rubricsp. 128
Contract Gradingp. 132
Portfolio Gradingp. 134
The End of the Termp. 141
Final Gradesp. 141
Student Evaluations of Course and Teacherp. 144
Afterwordp. 145
Works Citedp. 146
Rhetorical Practicesp. 149
Teaching Inventionp. 151
Bringing the Rhetorical Canon of Invention Into the Writing Classroomp. 152
Heuristic Systems of Inventionp. 154
Using Heuristic Strategies in the Classroomp. 155
Classical Topical Inventionp. 156
Using Classical Topical Invention in the Classroomp. 158
Journal Writingp. 161
Using Journals in the Classroomp. 162
Evaluating Journalsp. 165
Brainstormingp. 166
Using Brainstorming in the Classroomp. 166
Clusteringp. 167
Using Clustering in the Classroomp. 167
Freewritingp. 168
Using Freewriting in the Classroomp. 169
The Benefits of Freewritingp. 171
Works Citedp. 172
Teaching Arrangement and Formp. 174
Rhetorical Formp. 175
Classically Descended Arrangementsp. 176
The Three-Part Arrangementp. 176
Using the Three-Part Arrangement in the Classroomp. 178
An Exercise for Small Groupsp. 179
The Four-Part Arrangementp. 179
Using the Four-Part Arrangement in the Classroomp. 183
Two More-Detailed Arrangementsp. 185
Using the More-Detailed Arrangements in the Classroomp. 187
Other Patterns of Arrangementp. 188
Arrangements for Rhetorical Methodsp. 188
Arrangements for Creative Nonfiction Essaysp. 190
Using Arrangements for Creative Nonfiction Essays in the Classroomp. 191
An Exercise for Linking Invention and Arrangementp. 192
Techniques of Editing and Planningp. 193
Using the Outline in the Classroomp. 193
Using Winterowd's "Grammar of Coherence" Technique in the Classroomp. 195
Works Citedp. 197
Teaching Stylep. 199
Style: Theory and Pedagogic Practicep. 200
Milic's Three Theories of Stylep. 201
A Pedagogic Focus on Rhetorical Choicesp. 202
Choosing a Rhetorical Stancep. 203
Considering the Audience for Student Essaysp. 205
Levels of Stylep. 206
Exercises for Developing Stylep. 207
Imitationp. 208
Using Imitation Exercises in the Classroomp. 208
Language Varietyp. 211
Teaching an Awareness of Language Varietyp. 213
Language Varieties and Varying Syntaxp. 215
Alternate Styles: Grammar Bp. 216
Using Alternate Styles in the Classroomp. 216
Evaluating Alternate Stylesp. 218
Works Citedp. 220
Teaching Memoryp. 222
Memory in the Composition Classroomp. 223
Remembering and Making Writing Memorable: Teaching Memoir and Personal Writingp. 224
Inventionp. 224
Memory as Communalp. 225
Researchp. 226
Experience, Image, Ideap. 226
Memory as Database: Teaching Research Assignmentsp. 227
Internet Research in the Writing Classp. 229
The World Wide Webp. 229
A Web Exercisep. 231
Research Writing in the Classroomp. 233
A Model Five-Week Assignmentp. 235
An Exercise for Formulating a Thesisp. 242
An Exercise in Revisionp. 244
Additional Assignmentsp. 244
Works Citedp. 248
Teaching Deliveryp. 249
Delivering Writingp. 249
Delivering Pedagogyp. 250
Blurred Boundaries: The Changing Nature of Writing, Reading, Audience, and Contextp. 250
Teaching Blurred Boundaries: Establishing Goals-and Delivering on Themp. 251
Other Options for Exploring Blurred Boundaries in the Classroomp. 253
Multiple Literaciesp. 255
One Approach to Considering Multiple Literacies: Defining Computer Literaciesp. 256
Using Selber's Approach in the Classroomp. 257
Expanding Consideration of Multiple Literacies in the Classroomp. 258
Delivering Pedagogy: Extra-Textual Spacesp. 260
One Approach to Delivery in Extra-Textual Spacesp. 260
Using Taylor's Approach in the Classroomp. 260
Works Citedp. 262
Invitation to Further Studyp. 264
Ways Into the Scholarly and Pedagogical Conversationp. 264
Composition/Rhetoric and Its Concernsp. 266
Central Concernsp. 266
The Content of First-Year Writingp. 266
Evaluation and Responsep. 267
Diversity in the Writing Classroomp. 268
Another Invitation to Further Researchp. 269
Works Citedp. 269
Suggested Readings for Teachers of Writingp. 271
Bibliographies and Other Reference Worksp. 271
Rhetorical History, Theory, and Practicep. 272
Composition History and Theoryp. 273
Composition Practice and Pedagogyp. 273
Literacy Studiesp. 274
Axes of Differencep. 274
Computers, Technology, and New Mediap. 275
FY Writing Programs: Models and Administrative Practicesp. 276
Pedagogic Issues for College Teachersp. 277
An Anthology of Essaysp. 279
Introductionp. 279
Work Citedp. 281
Janet Emig, Writing as a Mode of Learningp. 282
Robert J. Connors and Andrea A. Lunsford, Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Researchp. 290
Patrick Hartwell, Grammar, Grammars, and the Teaching of Grammarp. 305
Ilona Leki, Meaning and Development of Academic Literacy in a Second Languagep. 330
Wendy Bishop, Helping Peer Writing Groups Succeedp. 343
Nancy Sommers, Responding to Student Writingp. 352
Lynn Z. Bloom, Why I (Used to) Hate to Give Gradesp. 361
Jacqueline Jones Royster, When the First Voice You Hear Is Not Your Ownp. 371
David Bartholomae, Inventing the Universityp. 382
Mike Rose, The Language of Exclusion: Writing Instruction at the Universityp. 397
Beverly J. Moss and Keith Walters, Rethinking Diversity: Axes of Difference in the Writing Classroomp. 417
Bruce Herzberg, Service Learning and Public Discoursep. 441
Andrea A. Lunsford and Cheryl Glenn, Rhetorical Theory and the Teaching of Writingp. 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 Literacyp. 479
Bruce Horner and John Trimbur, English Only and U.S. College Compositionp. 505
Acknowledgmentsp. 534
Indexp. 537
Table of Contents provided by Ingram. All Rights Reserved.