| Introduction |
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xv | |
| Acknowledgments |
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xxxiii | |
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Contexts for Teaching Writing |
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1 | (45) |
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The Departmental Perspective |
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2 | (9) |
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Composition, Community, and Curriculum: A Letter to New Composition Teachers |
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11 | (6) |
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A Supervisor's Perspective |
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17 | (4) |
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A Cultural Perspective: Teaching Composition at a Historically Black University |
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21 | (13) |
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An Experienced TA's Reflections on the TA Experience |
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34 | (4) |
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Writing and Learning to Write: A Modest Bit of History and Theory for Writing Students |
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38 | (6) |
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The Importance of Framing the Writing Classroom as a Space of Public Discourse |
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44 | (2) |
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``Black people tend to talk eubonics'': Race and Curricular Diversity in Higher Education |
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46 | (22) |
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Rhetorical Situations and Assignment Sheets |
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51 | (2) |
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Meeting of Narratives, Meeting of Minds: WPAs, TAs, and Transferring Independence |
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53 | (9) |
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62 | (3) |
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65 | (3) |
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Seeing the Forest and the Trees of Curriculum |
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68 | (29) |
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Teaching in an Idealized Outcomes-Based First-Year Writing Program |
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69 | (20) |
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Constructing Bridges between High School and College Writing |
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89 | (3) |
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Teaching Writing as a Process |
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92 | (5) |
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Constructing Syllabus Materials |
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97 | (36) |
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98 | (4) |
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Departmental Syllabus: Experience in Writing |
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102 | (12) |
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An Honors Course in First-Year Composition: Classical Rhetoric and Contemporary Writing |
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114 | (19) |
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Constructing Effective Writing Assignments |
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133 | (48) |
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Sequencing Writing Projects in Any Composition Class Penn State University Composition Program Handbook |
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134 | (3) |
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Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation |
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137 | (6) |
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Deliberative Writing Graduate Teaching Assistant Handbook, Michigan Technological University |
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143 | (2) |
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Rhetorical Analysis: Terms of Contention |
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145 | (5) |
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150 | (2) |
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152 | (12) |
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Christine Everhart Helfers |
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Picture Exchange: Sharing Images and Ideas in First-Year Composition |
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164 | (3) |
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Reflecting on Journal Writing |
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167 | (4) |
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Role-Playing as a Writing-to-Learn Activity |
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171 | (5) |
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176 | (5) |
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Guiding Students to Construct Reflective Portfolios |
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181 | (22) |
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A Writing Portfolio Assignment |
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182 | (4) |
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Portfolio Requirements for Writing and Discourse |
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186 | (3) |
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The Importance of Student Portfolio Presentations in Composition Courses |
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189 | (6) |
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Group Portfolio Presentations |
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195 | (8) |
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Rochelle Rodrigo Blanchard |
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Strategies for Course Management |
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203 | (27) |
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Fostering Classroom Civility |
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204 | (8) |
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Course Management Guidelines |
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212 | (4) |
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Facilitating Class Discussion |
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216 | (3) |
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A Structure for a Successful Class Session |
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219 | (1) |
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A Strategy for Student-Led Writing and Discussion |
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220 | (4) |
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Strategies for Discouraging Plagiarism |
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224 | (2) |
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Working with Groups Michigan Technological University Web Page |
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226 | (2) |
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Discussing Time Commitments with Students |
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228 | (2) |
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230 | (59) |
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231 | (3) |
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234 | (2) |
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Invention as a Strategy of Revision |
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236 | (4) |
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240 | (9) |
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To Whom It Might Actually Concern: Letter Writing as Invention in First-Year Composition |
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249 | (3) |
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Invention Activity Late in the Writing Process |
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252 | (10) |
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Writing Exercise-Connections |
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262 | (5) |
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Exploring Topics: Rationale for a Class Exercise |
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267 | (2) |
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Teaching ``Organization'': Transition Moments, Cueing Systems, and Modes of Coherence |
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269 | (20) |
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Orchestrating Peer Response Activities |
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289 | (36) |
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Approaches to Productive Peer Review |
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290 | (11) |
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Reflection on Peer-Review Practices |
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301 | (6) |
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Using Group Conferences to Respond to Essays in Progress |
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307 | (11) |
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A Possible Sequence of Peer Group Responses to a Student's Emerging Text-Autobiographical Essay |
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318 | (7) |
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Responding to In-Process Work to Promote Revision |
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325 | (61) |
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Less Is More in Response to Student Writing |
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326 | (3) |
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One Dimension of Response to Student Writing: How Students Construct Their Critics |
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329 | (9) |
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Another Kind of Teacher-Student Talk: Conversational Responding and Revising |
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338 | (17) |
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Guidelines for Responding to Student Writing |
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355 | (11) |
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Why Student Conferences Are Important |
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366 | (1) |
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Expanding the Uses of Writing Centers |
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367 | (5) |
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Writing Center Consultations |
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372 | (14) |
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Responding to and Evaluating Polished Writing |
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386 | (51) |
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Developing Rubrics for Instruction and Evaluation |
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387 | (14) |
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What Makes Writing ``Good''?/What Makes a ``Good'' Writer? |
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401 | (3) |
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Contexts and Criteria for Evaluating Student Writing |
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404 | (18) |
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Portfolio Standards for English 101 |
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422 | (10) |
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Handling the Confromative Conference |
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432 | (3) |
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Establishing Weighted Criteria for Evaluating Writing |
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435 | (2) |
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Teaching Writing with Technology |
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437 | (57) |
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Overviews and Impressions of Teaching with Technology |
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438 | (1) |
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438 | (2) |
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Asynchronous Online Teaching |
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440 | (13) |
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Suggestions for the Computer-Mediated Classroom |
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453 | (1) |
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Class Peer Review in a Computer-Mediated Classroom: Using Classroom Projection Capabilities and E-mail Messages |
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453 | (5) |
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Web Page ``Place'' Assignment and Analysis Assignment |
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458 | (6) |
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Patricia R. Webb-Peterson |
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Using the Web to Enhance Students' Critical Literacy Skills |
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464 | (6) |
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Working in an Electronic Classroom |
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470 | (9) |
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Teaching Composition with International Students in an Electronic Classroom |
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479 | (3) |
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Approaches to Using Computer Technology When You Don't Teach in an Electronic Classroom |
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482 | (12) |
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Constructing a Teaching Portfolio |
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494 | (28) |
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Teaching-Portfolio Potential and Concerns: A Brief Review |
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495 | (6) |
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Thinking about Your Teaching Portfolio |
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501 | (4) |
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A Philosophy of Teaching: Backseat Driving |
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505 | (3) |
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Statement of Teaching Philosophy |
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508 | (3) |
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511 | (2) |
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Statement of Teaching Philosophy |
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513 | (2) |
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515 | (7) |
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Teaching Matters of Grammar, Usage, and Style |
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522 | (47) |
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A Cautionary Introduction |
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523 | (4) |
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And the Question Is This-``What Lessons Can We, as Writers, Take from This Reading for Our Own Writing?'' |
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527 | (9) |
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536 | (10) |
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546 | (4) |
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550 | (9) |
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559 | (7) |
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566 | (3) |
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569 | (44) |
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First-Year Composition as an Introduction to Academic Discourse |
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570 | (13) |
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Teaching Research Skills in the First-Year Composition Class |
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583 | (17) |
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Situating Research: Writing Research Proposals in First-Year Composition |
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600 | (9) |
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An Assignment for Encouraging Research |
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609 | (2) |
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Citing Ourselves: Students as Specialists and Scholars |
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611 | (2) |
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| Index |
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613 | (12) |
| Editors |
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625 | |
Other versions by this Author
