St. Martin's Guide to Teaching Writing / Edition 7

St. Martin's Guide to Teaching Writing / Edition 7

by Cheryl Glenn
Pub. Date:
Bedford/St. Martin's


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St. Martin's Guide to Teaching Writing / Edition 7

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; up-to-date information about teaching in wired, wireless, and hybrid classrooms; and even more practical examples and exercises make this sixth edition of The St. Martin's Guide to Teaching Writing a truly indispensable classroom resource.

Product Details

ISBN-13: 2901457622631
Publisher: Bedford/St. Martin's
Publication date: 03/18/2013
Edition description: Seventh Edition
Pages: 576
Product dimensions: 5.90(w) x 8.90(h) x 0.80(d)

About 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.


Table of Contents

Classroom Issues     1
Preparing for the Course     3
Finding Out About the Course     3
Choosing the Textbooks     6
Computerized Learning Technologies     7
Links to Community Service     9
Creating a Syllabus     10
Sample Syllabi     14
Works Cited     40
The First Few Days of Classes     42
The First Class     42
Bureaucratic Tasks     43
The Syllabus     45
Introductions     45
Dismissal     46
The Second Class     46
Bureaucratic Tasks     46
Diagnostic Essay     46
Dismissal     47
After the Second Class     48
The Third Class     50
Lesson Plans     51
Works Cited     54
Everyday Activities     56
Classroom Order and Group Ethos     56
Classroom Routines     58
Limiting Lectures     58
Leading Effective Class Discussions     59
In-Class Writing     62
Teaching in Wired, Wireless, and Hybrid Classrooms     63
Collaboration: Workshops and Peer Response     66
Whole-Class Workshops     68
Peer-Response Groups     69
Tasks for Peer-Response Groups     70
Online and Electronic Peer Response     73
Evaluating Peer-Response Groups     74
Understanding Cultural and Multilingual Differences in Peer-Response Groups     74
Student Conferences     75
Scripting the Conference     77
Everybody's Issues     79
Absenteeism and Tardiness     79
Late Essays     80
Plagiarism, Intellectual Property, and Academic Integrity     80
Works Cited     87
Successful Writing Assignments     89
Assignments     89
Assignment Sequences     90
Assignments Based in Literature     93
Web Assignments     96
Oral Assignments     97
Assignments That Call for the Use of Visual Components     99
Defining Good Assignments     100
Creating Assignments and Explaining Them to Students     102
Revision     104
Sample Assignments     107
Works Cited     112
Evaluating Student Essays     114
Standards and Evaluation      116
Formal Standards     116
Standards of Content     117
Evaluating Formal Standards and Standards of Content When Responding to ESL Student Writing     119
General Routines for Evaluation     120
Marginal Comments     121
Terminal Comments     123
The Grade     125
Methods and Criteria for Grading     126
Course-Based Grading Criteria     126
Rubrics     128
Contract Grading     132
Portfolio Grading     134
The End of the Term     141
Final Grades     141
Student Evaluations of Course and Teacher     144
Afterword     145
Works Cited     146
Rhetorical Practices     149
Teaching Invention     151
Bringing the Rhetorical Canon of Invention Into the Writing Classroom     152
Heuristic Systems of Invention     154
Using Heuristic Strategies in the Classroom     155
Classical Topical Invention     156
Using Classical Topical Invention in the Classroom     158
Journal Writing     161
Using Journals in the Classroom     162
Evaluating Journals      165
Brainstorming     166
Using Brainstorming in the Classroom     166
Clustering     167
Using Clustering in the Classroom     167
Freewriting     168
Using Freewriting in the Classroom     169
The Benefits of Freewriting     171
Works Cited     172
Teaching Arrangement and Form     174
Rhetorical Form     175
Classically Descended Arrangements     176
The Three-Part Arrangement     176
Using the Three-Part Arrangement in the Classroom     178
An Exercise for Small Groups     179
The Four-Part Arrangement     179
Using the Four-Part Arrangement in the Classroom     183
Two More-Detailed Arrangements     185
Using the More-Detailed Arrangements in the Classroom     187
Other Patterns of Arrangement     188
Arrangements for Rhetorical Methods     188
Arrangements for Creative Nonfiction Essays     190
Using Arrangements for Creative Nonfiction Essays in the Classroom     191
An Exercise for Linking Invention and Arrangement     192
Techniques of Editing and Planning     193
Using the Outline in the Classroom      193
Using Winterowd's "Grammar of Coherence" Technique in the Classroom     195
Works Cited     197
Teaching Style     199
Style: Theory and Pedagogic Practice     200
Milic's Three Theories of Style     201
A Pedagogic Focus on Rhetorical Choices     202
Choosing a Rhetorical Stance     203
Considering the Audience for Student Essays     205
Levels of Style     206
Exercises for Developing Style     207
Imitation     208
Using Imitation Exercises in the Classroom     208
Language Variety     211
Teaching an Awareness of Language Variety     213
Language Varieties and Varying Syntax     215
Alternate Styles: Grammar B     216
Using Alternate Styles in the Classroom     216
Evaluating Alternate Styles     218
Works Cited     220
Teaching Memory     222
Memory in the Composition Classroom     223
Remembering and Making Writing Memorable: Teaching Memoir and Personal Writing     224
Invention     224
Memory as Communal     225
Research     226
Experience, Image, Idea     226
Memory as Database: Teaching Research Assignments     227
Internet Research in the Writing Class     229
The World Wide Web     229
A Web Exercise     231
Research Writing in the Classroom     233
A Model Five-Week Assignment     235
An Exercise for Formulating a Thesis     242
An Exercise in Revision     244
Additional Assignments     244
Works Cited     248
Teaching Delivery     249
Delivering Writing     249
Delivering Pedagogy     250
Blurred Boundaries: The Changing Nature of Writing, Reading, Audience, and Context     250
Teaching Blurred Boundaries: Establishing Goals-and Delivering on Them     251
Other Options for Exploring Blurred Boundaries in the Classroom     253
Multiple Literacies     255
One Approach to Considering Multiple Literacies: Defining Computer Literacies     256
Using Selber's Approach in the Classroom     257
Expanding Consideration of Multiple Literacies in the Classroom     258
Delivering Pedagogy: Extra-Textual Spaces     260
One Approach to Delivery in Extra-Textual Spaces     260
Using Taylor's Approach in the Classroom     260
Works Cited      262
Invitation to Further Study     264
Ways Into the Scholarly and Pedagogical Conversation     264
Composition/Rhetoric and Its Concerns     266
Central Concerns     266
The Content of First-Year Writing     266
Evaluation and Response     267
Diversity in the Writing Classroom     268
Another Invitation to Further Research     269
Works Cited     269
Suggested Readings for Teachers of Writing     271
Bibliographies and Other Reference Works     271
Rhetorical History, Theory, and Practice     272
Composition History and Theory     273
Composition Practice and Pedagogy     273
Literacy Studies     274
Axes of Difference     274
Computers, Technology, and New Media     275
FY Writing Programs: Models and Administrative Practices     276
Pedagogic Issues for College Teachers     277
An Anthology of Essays     279
Introduction     279
Work Cited     281
Janet Emig, Writing as a Mode of Learning     282
Robert J. Connors and Andrea A. Lunsford, Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research      290
Patrick Hartwell, Grammar, Grammars, and the Teaching of Grammar     305
Ilona Leki, Meaning and Development of Academic Literacy in a Second Language     330
Wendy Bishop, Helping Peer Writing Groups Succeed     343
Nancy Sommers, Responding to Student Writing     352
Lynn Z. Bloom, Why I (Used to) Hate to Give Grades     361
Jacqueline Jones Royster, When the First Voice You Hear Is Not Your Own     371
David Bartholomae, Inventing the University     382
Mike Rose, The Language of Exclusion: Writing Instruction at the University     397
Beverly J. Moss and Keith Walters, Rethinking Diversity: Axes of Difference in the Writing Classroom     417
Bruce Herzberg, Service Learning and Public Discourse     441
Andrea A. Lunsford and Cheryl Glenn, Rhetorical Theory and the Teaching of Writing     452
Peter Elbow, The Cultures of Literature and Composition: What Could Each Learn from the Other?     466
Cynthia L. Selfe, Toward New Media Texts: Taking Up the Challenges of Visual Literacy     479
Bruce Horner and John Trimbur, English Only and U.S. College Composition     505
Acknowledgments     534
Index     537

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