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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| A View of Writing and Students | |
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| The Question of Effective Teaching | |
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| The Nature of Writing | |
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| Students: Disaffected and Engaged | |
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| Implications for Teaching | |
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| Some Basics for Thinking about Teaching Writing | |
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| The Basics of Practice | |
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| The Nature of Reflective Practice | |
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| Life Experience and Teaching | |
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| Integrating Theories for Teaching Writing | |
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| The Paradigm Split | |
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| Bridges in the Landscape of Knowledge | |
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| Examining Theory for Teaching Composition | |
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| Environments for Active Learning: A Vygotskian Perspective | |
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| Environmental and Other Modes of Teaching | |
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| Features of Environments for Active Learning | |
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| The Power of Environmental Teaching | |
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| A Vygotskian Perspective | |
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| The Composing Process: A Model | |
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| Elements in the Composing Process | |
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| Basics in the Process Model | |
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| Composing Processes | |
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| Implications for Teaching | |
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| The Writer's Repertoire: Inquiry and Discourse | |
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| Inquiry: Procedures for the Substantive | |
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| Discourse Knowledge | |
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| The Basic Structures | |
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| Procedural Knowledge | |
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| The Art of Planning I: Some Basics | |
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| The Goals of Planning | |
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| Writing Tasks in the Curriculum | |
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| Examining Student Performance | |
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| Setting Directions and Goals for Teaching | |
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| The Art of Planning II: Inventing Gateway Activities | |
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| Inventing Gateway Activities | |
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| From Task Analysis to Activity: The Fable | |
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| Personal Narrative | |
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| Argument | |
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| The Art of Planning III: Sequencing | |
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| Episodes in the Teaching/Learning Process | |
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| Principles for Sequencing | |
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| The Writing Curriculum | |
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| Reflection in Planning and Teaching | |
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| Reflection in Planning | |
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| Design and Trial of a Gateway Activity | |
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| Reflection in Action | |
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| Evaluation of a Sequence | |
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| A Summation | |
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| A Synthesis of Research on Teaching Writing | |
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| Results for Mode of Instruction | |
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| Results for Focus of Instruction | |
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| References | |
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| Index | |
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| About the Author | |