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| Preface | |
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| Introduction | |
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| Some Basic Questions and Answers | |
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| What Is Wrong with Student Writing? (And Who Is Responsible?) | |
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| Who Am I to Teach Writing? | |
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| What Is Good Writing? | |
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| Integrating Writing and Learning in Your Course Design | |
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| Key Elements | |
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| Elements | |
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| Writing vs. Content: A False Dichotomy | |
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| A Typical Syllabus Is Not a Course Design | |
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| Knowledge and Inquiry: Two Models of Scholarship and Teaching | |
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| Writing, Reading, Speaking, and Listening for Active Learning | |
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| Safety First: Establishing Structure, Rules, and Standards | |
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| Designing Writing Assignments and Assignment Sequences | |
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| Key Elements | |
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| Thinking of Assignments as Your Writing for the Course | |
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| The Rhetoric of Assignment Writing: Subject, Audience, Purpose, and Form | |
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| Designing Assignments with Rhetorical Clarity | |
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| Defining Boundaries Clearly | |
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| Sequencing Writing Assignments to Build a Course of Study | |
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| Thinking of Assignments (and Courses) as Progressions | |
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| What Can You Do with Student Writing? | |
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| Key Elements | |
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| The Silent Transaction | |
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| An Approach to Avoid: Reading Student Writing with Grading as a Goal | |
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| What Students Prefer | |
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| A Basic Method for Responding to Student Writing | |
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| Using (and Saving) Time Wisely | |
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| Breaking the Silence: The Student's Role in Response | |
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| Assigning and Responding to Revision | |
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| Key Elements | |
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| Undergraduate Visions of Writing: First Draft as Last Draft | |
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| Two Kinds of Revision | |
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| Revision before Submission of a Draft | |
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| Revision after Submission of a Draft | |
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| Responding to Drafts for Revision | |
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| In-Class Work on Revision | |
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| Methods for Structuring Peer Review | |
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| Contents | |
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| Informal and Preparatory Writing | |
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| Key Elements | |
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| Practice and Performance | |
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| Writing to Inform Teachers | |
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| Writing to Learn | |
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| Writing in Preparation for Performance | |
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| Teaching Writing at the Sentence Level | |
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| Key Elements | |
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| Defining Terms to Clarify Instruction | |
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| The Current State of Student Writing | |
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| The Recursive Nature of Learning to Write | |
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| When, Where, and How to Attend to Sentences | |
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| Aspects of Error and Style Meriting Attention | |
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| Responding to Sentence-Level Problems of ESL Students | |
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| Orchestrating the Research Paper | |
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| Key Elements | |
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| The Research Paper: Differing Conceptions and Goals | |
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| Effective Guidance for Students' Research Projects | |
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| Creating Opportunities for Presentation and Exchange | |
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| Advice for Preventing Plagiarism | |
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| Links between Writing, Reading, Discussion, and Oral Presentation | |
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| Key Elements | |
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| Maximizing Personal Engagement and Collegial Interaction | |
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| Strategies for Encouraging Effective Reading | |
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| Strategies for Encouraging Good Discussion | |
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| Strategies for Effective Oral Presentations | |
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| "Controlled Drift" | |
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| Strategies for Including Writing in Large Courses | |
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| Key Elements | |
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| Enlarging Conceptions of Writing for Large Courses | |
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| Assigning Less to Achieve More | |
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| Assigning Writing That Is Not Graded (or Even Read) | |
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| Responding to Writing: Taking Time to Save Time | |
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| Making the Best Use of Discussion Sections and Teaching Assistants | |
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| Offering Optional Sections or Assignments for Highly Motivated Students | |
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| Assigning Group Projects | |
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| Using Writing Centers to Help with Instruction | |
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| The Transforming Power of Words | |
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| Teaching as a Work in Progress | |
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| Key Elements | |
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| A Course as a Work in Progress | |
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| Learning from Experience: Record Keeping | |
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| Conclusion | |
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| National Implications, Local Practices | |
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| Works Cited | |
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| Index | |