St. Martin's Guide to Teaching Writing / Edition 6

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Overview

This guide to teaching writing and to major theoretical issues includes a brief anthology of scholarly essays and new coverage of construct-ing successful assignments using visual, oral, and electronic texts; teaching multilingual writers; and using technology in the writing classroom.

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Product Details

  • ISBN-13: 9780312451332
  • Publisher: Bedford/St. Martin's
  • Publication date: 4/1/2007
  • Edition description: Sixth Edition
  • Edition number: 6
  • Pages: 576
  • Sales rank: 1,171,453
  • Product dimensions: 5.97 (w) x 8.99 (h) x 0.83 (d)

Meet the Author

Cheryl Glenn is Liberal Arts Research Professor of English and Women’s Studies at the Pennsylvania State University. Before moving to Penn State, she taught at Oregon State University, where she earned a number of research and teaching awards and established the Center for Teaching Excellence. She also teaches at the Bread Loaf School of English, a summer graduate program for secondary teachers held in Vermont and New Mexico. Glenn’s scholarly work focuses on contexts and processes for the teaching of writing, histories of women’s rhetorics and writing practices, and inclusionary rhetorical practices and theories. Her many scholarly publications include Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance; Unspoken: A Rhetoric of Silence; Rhetorical Education in America; The St. Martin’s Guide to Teaching Writing; The Writer’s Harbrace Handbook; Making Sense: A Real-World Rhetorical Reader; and The Harbrace Guide for College Writers. She and J. Michael Hogan coedit Rhetoric and Democratic Deliberation, a Pennsylvania State University Press series. With Shirley Wilson Logan, she coedits the Southern Illinois University Press series, Studies in Rhetorics and Feminisms. Glenn’s rhetorical scholarship has earned her three fellowships from the National Endowment for the Humanities (NEH), book awards from Choice and from the Society for the Study of Early Modern Women, a Best Article of the Year Award from College Composition and Communication, and an Outstanding Article Award from Rhetoric Review. She also has won four teaching awards. She has recently served as Chair of the Conference on College Composition and Communication (CCCC), and also serves in a variety of other leadership roles at Penn State and for the National Council of Teachers of English, the Coalition of Women Scholars in the History of Rhetoric and Composition, the Modern Language Association, the Rhetoric Society of America, and NEH.
 
Melissa A. Goldthwaite teaches rhetorical theory, composition, and creative writing (poetry writing, creative nonfiction, food writing, and nature writing) at Saint Joseph’s University, where she is Associate Professor of English.  Her books include The St. Martin’s Guide to Teaching Writing (with Cheryl Glenn), Surveying the Literary Landscapes of Terry Tempest Williams (with Katherine Chandler), and The Norton Pocket Book of Writing by Students.  Her work has appeared in College English, Writing on the Edge, Reader, and in numerous books.  She is currently working on two books:  The Norton Reader, Thirteenth Edition, and Words Rising: The Making of a Literary Meal.

 

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Table of Contents

PART I CLASSROOM ISSUES

1 Preparing for the Course

FINDING OUT ABOUT THE COURSE

CHOOSING THE TEXTBOOKS

COMPUTERIZED LEARNING TECHNOLOGIES

LINKS TO COMMUNITY SERVICE

CREATING A SYLLABUS

SAMPLE SYLLABI

WORKS CITED

2 The First Few Days of Classes

THE FIRST CLASS

Bureaucratic Tasks

The Syllabus

Introductions

Dismissal

THE SECOND CLASS

Bureaucratic Tasks

Diagnostic Essay

Dismissal

After the Second Class

THE THIRD CLASS

LESSON PLANS

WORKS CITED


3 Everyday Activities

CLASSROOM ORDER AND GROUP ETHOS

CLASSROOM ROUTINES

Limiting Lectures

Leading Effective Class Discussions

In-Class Writing

Teaching in Wired, Wireless, and Hybrid Classrooms

COLLABORATION: WORKSHOPS AND PEER RESPONSE

Whole-Class Workshops

Peer-Response Groups

Tasks for Peer-Response Groups

Online and Electronic Peer Response

Evaluating Peer-Response Groups

Understanding Cultural and Multilingual Differences in Peer-Response Groups

STUDENT CONFERENCES

Scripting the Conference

EVERYBODY'S ISSUES

Absenteeism and Tardiness

Late Essays

Plagiarism, Intellectual Property, and Academic Integrity

WORKS CITED

4 Successful Writing Assignments

ASSIGNMENTS

Assignment Sequences

Assignments Based in Literature

Web Assignments

Oral Assignments

Assignments That Call for the Use of Visual Components

Defining Good Assignments

Creating Assignments and Explaining Them to Students

REVISION

SAMPLE ASSIGNMENTS

WORKS CITED

5 Evaluating Student Essays

STANDARDS AND EVALUATION

Formal Standards

Standards of Content

Evaluating Formal Standards and Standards of Content When Responding to ESL Student Writing

GENERAL ROUTINES FOR EVALUATION

MARGINAL COMMENTS

TERMINAL COMMENTS

THE GRADE

METHODS AND CRITERIA FOR GRADING

Course-Based Grading Criteria

Rubrics

Contract Grading

Portfolio Grading 134

THE END OF THE TERM

Final Grades

STUDENT EVALUATIONS OF COURSE AND TEACHER

AFTERWORD

WORKS CITED

PART II RHETORICAL PRACTICES

6 Teaching Invention

BRINGING THE RHETORICAL CANON OF INVENTION INTO THE WRITING CLASSROOM

HEURISTIC SYSTEMS OF INVENTION

Using Heuristic Strategies in the Classroom

CLASSICAL TOPICAL INVENTION

Using Classical Topical Invention in the Classroom

JOURNAL WRITING

Using Journals in the Classroom

Evaluating Journals

BRAINSTORMING

Using Brainstorming in the Classroom

CLUSTERING

Using Clustering in the Classroom

FREEWRITING

Using Freewriting in the Classroom

The Benefits of Freewriting

WORKS CITED

7 Teaching Arrangement and Form

RHETORICAL FORM

CLASSICALLY DESCENDED ARRANGEMENTS

The Three-Part Arrangement

Using the Three-Part Arrangement in the Classroom

An Exercise for Small Groups

The Four-Part Arrangement

Using the Four-Part Arrangement in the Classroom

Two More-Detailed Arrangements

Using the More-Detailed Arrangements in the Classroom

OTHER PATTERNS OF ARRANGEMENT

Arrangements for Rhetorical Methods

Arrangements for Creative Nonfiction Essays

Using Arrangements for Creative Nonfiction Essays in the Classroom

An Exercise for Linking Invention and Arrangement

TECHNIQUES OF EDITING AND PLANNING

Using the Outline in the Classroom

Using Winterowd's "Grammar of Coherence" Technique in the Classroom

WORKS CITED

8 Teaching Style

STYLE: THEORY AND PEDAGOGIC PRACTICE

Milic's Three Theories of Style

A Pedagogic Focus on Rhetorical Choices

Choosing a Rhetorical Stance

Considering the Audience for Student Essays

LEVELS OF STYLE

EXERCISES FOR DEVELOPING STYLE

IMITATION

Using Imitation Exercises in the Classroom

LANGUAGE VARIETY

Teaching an Awareness of Language Variety

Language Varieties and Varying Syntax

ALTERNATE STYLES: GRAMMAR B

Using Alternate Styles in the Classroom

Evaluating Alternate Styles

WORKS CITED


9 Teaching Memory

MEMORY IN THE COMPOSITION CLASSROOM

REMEMBERING AND MAKING WRITING MEMORABLE: TEACHING MEMOIR AND PERSONAL WRITING

Invention

Memory as Communal

Research

Experience, Image, Idea

MEMORY AS DATABASE: TEACHING RESEARCH ASSIGNMENTS

INTERNET RESEARCH IN THE WRITING CLASS

The World Wide Web

A Web Exercise

RESEARCH WRITING IN THE CLASSROOM

A Model Five-Week Assignment

An Exercise for Formulating a Thesis

An Exercise in Revision

Additional Assignments

WORKS CITED

10 Teaching Delivery

DELIVERING WRITING

DELIVERING PEDAGOGY

BLURRED BOUNDARIES: THE CHANGING NATURE OF WRITING, READING, AUDIENCE, AND CONTEXT

Teaching Blurred Boundaries: Establishing Goals — and Delivering on Them

Other Options for Exploring Blurred Boundaries in the Classroom

MULTIPLE LITERACIES

One Approach to Considering Multiple Literacies: Defining Computer Literacies

Using Selber's Approach in the Classroom

Expanding Consideration of Multiple Literacies in the Classroom

DELIVERING PEDAGOGY: EXTRA-TEXTUAL SPACES

One Approach to Delivery in Extra-Textual Spaces

Using Taylor's Approach in the Classroom

WORKS CITED


11 Invitation to Further Study

WAYS INTO THE SCHOLARLY AND PEDAGOGICAL CONVERSATION

COMPOSITION/RHETORIC AND ITS CONCERNS

CENTRAL CONCERNS

The Content of First-Year Writing

Evaluation and Response

Diversity in the Writing Classroom

ANOTHER INVITATION TO FURTHER RESEARCH

WORKS CITED

SUGGESTED READINGS FOR TEACHERS OF WRITING

Bibliographies and Other Reference Works

Rhetorical History, Theory, and Practice

Composition History and Theory

Composition Practice and Pedagogy

Literacy Studies

Axes of Difference

Computers, Technology, and New Media

FY Writing Programs: Models and Administrative Practices

Pedagogic Issues for College Teachers

PART III AN ANTHOLOGY OF ESSAYS

INTRODUCTION

WORK CITED

Janet Emig, Writing as a Mode of Learning

Robert J. Connors and Andrea A. Lunsford, Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research

Patrick Hartwell, Grammar, Grammars, and the Teaching of Grammar

Ilona Leki, Meaning and Development of Academic Literacy in a Second Language

Wendy Bishop, Helping Peer Writing Groups Succeed

Nancy Sommers, Responding to Student Writing

Lynn Z. Bloom, Why I (Used to) Hate to Give Grades

Jacqueline Jones Royster, When the First Voice You Hear Is Not Your Own

David Bartholomae, Inventing the University

Mike Rose, The Language of Exclusion: Writing Instruction at the University

Beverly J. Moss and Keith Walters, Rethinking Diversity: Axes of Difference in the Writing Classroom

Bruce Herzberg, Service Learning and Public Discourse

Andrea A. Lunsford and Cheryl Glenn, Rhetorical Theory and the Teaching of Writing

Peter Elbow, The Cultures of Literature and Composition: What Could Each Learn from the Other?

Cynthia L. Selfe, Toward New Media Texts: Taking Up the Challenges of Visual Literacy

Bruce Horner and John Trimbur, English Only and U.S. College Composition


Acknowledgments

Index

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