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Author: Jo-Anne Kerr
Publisher: Wac Clearinghouse
ISBN: 9781642150308
Category : Critical pedagogy
Languages : en
Pages : 202
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Book Description
"Stories from First-Year Composition: Pedagogies that Foster Student Agency and Writing Identity counters perceptions of first-year composition (FYC) as a service course that prepares students for college writing. The collection identifies a new FYC "service", one that accommodates the realities of writing both within and outside of the academy. The collection also offers insights into effective FYC pedagogies and opportunities for readers to consider and think about their own teaching and their identities as FYC instructors. "Reflect Before Reading" prompts and questions and after-reading activities, including "Questions for Discussion and Reflection," writing activities that ask readers to apply ideas shared in chapters to their own FYC courses, suggestions for further reading, and multimedia components (accessible to readers through links within the collection itself and as resources available on the book's website) invite readers to interact with chapters and to develop deeper and more enriched understandings of their FYC teaching and an accompanying sense of agency so that they not only can teach FYC effectively but also advocate for its value and relevance"--
Author: Jo-Anne Kerr
Publisher: Wac Clearinghouse
ISBN: 9781642150308
Category : Critical pedagogy
Languages : en
Pages : 202
Get Book Here
Book Description
"Stories from First-Year Composition: Pedagogies that Foster Student Agency and Writing Identity counters perceptions of first-year composition (FYC) as a service course that prepares students for college writing. The collection identifies a new FYC "service", one that accommodates the realities of writing both within and outside of the academy. The collection also offers insights into effective FYC pedagogies and opportunities for readers to consider and think about their own teaching and their identities as FYC instructors. "Reflect Before Reading" prompts and questions and after-reading activities, including "Questions for Discussion and Reflection," writing activities that ask readers to apply ideas shared in chapters to their own FYC courses, suggestions for further reading, and multimedia components (accessible to readers through links within the collection itself and as resources available on the book's website) invite readers to interact with chapters and to develop deeper and more enriched understandings of their FYC teaching and an accompanying sense of agency so that they not only can teach FYC effectively but also advocate for its value and relevance"--
Author: Duane H. Roen
Publisher: National Council of Teachers of English (Ncte)
ISBN:
Category : Education
Languages : en
Pages : 670
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Book Description
This book presents 93 essays that offer guidance, reassurance, and commentary on the many activities leading up to and surrounding classroom instruction in first-year composition. Essays in the book are written by instructors who teach in community colleges, liberal arts colleges, state university systems, and research institutions. The 14 section titles and 2 representative essays from each section are: Section 1, Contexts for Teaching Writing, "The Departmental Perspective" (Roger Gilles) and "Composition, Community, and Curriculum: A Letter to New Composition Teachers" (Geoffrey Chase); Section 2, Seeing the Forest and the Trees of Curriculum, "Teaching in an Idealized Outcomes-Based First-Year Writing Program" (Irvin Peckham) and "Constructing Bridges between High School and College Writing" (Marguerite Helmers); Section 3, Constructing Syllabus Materials, "On Syllabi" (Victor Villanueva) and "Departmental Syllabus: Experience in Writing" (Gregory Clark); Section 4, Constructing Effective Writing Assignments, "Sequencing Writing Projects in Any Composition Class" (Penn State University Composition Program Handbook) and "Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation" (Bonnie Lenore Kyburz); Section 5, Guiding Students to Construct Reflective Portfolios, "A Writing Portfolio Assignment" (Phyllis Mentzell Ryder) and "Portfolio Requirements for Writing and Discourse" (C. Beth Burch); Section 6, Strategies for Course Management, "Fostering Classroom Civility" (Lynn Langer Meeks, Joyce Kinkead, Keith VanBezooyen, and Erin Edwards) and"Course Management Guidelines" (Rebecca Moore Howard); Section 7, Teaching Invention, "Teaching Invention" (Sharon Crowley) and "Invention Activity" (Theresa Enos); Section 8, Orchestrating Peer-Response Activities, "Approaches to Productive Peer Review" (Fiona Paton) and "Reflection on Peer-Review Practices" (Lisa Cahill); Section 9, Responding to In-Process Work to Promote Revision, "Less Is More in Response to Student Writing" (Clyde Moneyhun) and "One Dimension of Response to Student Writing: How Students Construct Their Critics" (Carol Rutz); Section 10, Responding to and Evaluating Polished Writing, "Developing Rubrics for Instruction and Evaluation" (Chris M. Anson and Deanna P. Dannels) and "What Makes Writing 'Good'?/What Makes a 'Good' Writer?" (Ruth Overman Fischer); Section 11, Teaching Writing with Technology, "Overcoming the Unknown" (Adelheid Thieme) and "Asynchronous Online Teaching" (Donald Wolff); Section 12, Constructing a Teaching Portfolio, "Teaching-Portfolio Potential and Concerns: A Brief Review" (Camille Newton) and "Thinking about Your Teaching Portfolio" (C. Beth Burch); Section 13, Teaching Matters of Grammar, Usage, and Style, "A Cautionary Introduction" (Keith Rhodes) and "And the Question Is This--'What Lessons Can We, as Writers, Take from This Reading for Our Own Writing?'" (Elizabeth Hodges); and Section 14, Teaching Research Skills, "First-Year Composition as an Introduction to Academic Discourse" (M. J. Braun and Sarah Prineas) and "Teaching Research Skills in the First-Year Composition Class" (Mark Gellis). (Most papers contain references.) (RS)
Author: Deborah Coxwell-Teague
Publisher: Parlor Press LLC
ISBN: 1602355215
Category : Language Arts & Disciplines
Languages : en
Pages : 253
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Book Description
First-Year Composition: From Theory to Practice’s combination of theory and practice provides readers an opportunity to hear twelve of the leading theorists in composition studies answer, in their own voices, the key question of what it is they hope to accomplish in a first-year composition course. In addition, these chapters, and the accompanying syllabi, provide rich insights into the classroom practices of these theorists.
Author: Lillian Craton
Publisher: CSU Open Press
ISBN: 9781607327691
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
"A collection of short essays written by and for instructors of college writing that examine life lessons that both students and instructors learn from first-year composition courses"--Provided by publisher.
Author: Tanya Long Bennett
Publisher: University of North Georgia
ISBN: 9781940771212
Category : Language Arts & Disciplines
Languages : en
Pages : 312
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Book Description
Contribute a Verse: A Guide to First Year Composition combines a composition rhetoric manual with grammar and documentation instruction and resources. The textbook also includes a glossary of pertinent terms and ancillary instructor resources.
Author: Meryl Siegal
Publisher: University of Michigan Press
ISBN: 0472129007
Category : Education
Languages : en
Pages : 328
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Book Description
Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.
Author: Alice S. Horning
Publisher: Parlor Press LLC
ISBN: 1602354626
Category : Language Arts & Disciplines
Languages : en
Pages : 291
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Book Description
Reconnecting Reading and Writing explores the ways in which reading can and should have a strong role in the teaching of writing in college. Reconnecting Reading and Writing draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction.
Author: Lee Ann Carroll
Publisher: SIU Press
ISBN: 0809324490
Category : Education
Languages : en
Pages : 190
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Book Description
In Rehearsing New Roles: How College Students Develop as Writers, Lee Ann Carroll argues for a developmental perspective to counter the fantasy held by many college faculty that students should, or could, be taught to write once so that ever after, they can write effectively on any topic, any place, any time. Carroll demonstrates in this volume why a one- or two-semester, first-year course in writing cannot meet all the needs of even more experienced writers. She then shows how students’ complex literacy skills develop slowly, often idiosyncratically, over the course of their college years, as they choose or are coerced to take on new roles as writers. As evidence, Carroll offers a longitudinal study of a group of students and the literacy environment they experienced in a midsize, independent university. Her study follows the experiences that altered their conception of writing in college and fostered their growing capacities as writers. Carroll’s analysis of the data collected supports a limited but still useful role for first-year composition, demonstrates how students do learn to write differently across the curriculum in ways that may or may not be recognized by faculty, and evaluates the teaching and learning practices that promote or constrain students’ development.
Author: Anne Herrington
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 288
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Book Description
Genre across the Curriculum will function as a "good" textbook, one not for the student, but for the teacher, and one with an eye on the context of writing. Here you will find models of practice, descriptions written by teachers who have integrated the teaching of genre into their pedagogy in ways that both support and empower the student writer. While authors here look at courses across disciplines and across a range of genres, they are similar in presenting genre as situated within specific classrooms, disciplines, and institutions. Their assignments embody the pedagogy of a particular teacher, and student responses here embody students' prior experiences with writing. In each chapter, the authors define a particular genre, define the learning goals implicit in assigning that genre, explain how they help their students work through the assignment, and, finally, discuss how they evaluate the writing their students do in response to their teaching.
Author: John Warner
Publisher: Johns Hopkins University Press
ISBN: 1421437988
Category : Education
Languages : en
Pages : 285
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Book Description
An important challenge to what currently masquerades as conventional wisdom regarding the teaching of writing. There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform "writing-related simulations," which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, as writers must, undergraduates simply follow the rules—such as the five-paragraph essay—designed to help them pass these high-stakes assessments. In Why They Can't Write, Warner has crafted both a diagnosis for what ails us and a blueprint for fixing a broken system. Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, knowledge, and habits of mind of strong writers.
