WRITING-BASED TEACHING: ESSENTIAL PRACTICES AND ENDURING Questions-W-

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Specifiche dell'oggetto

Condizione
Come Nuovo: Libro che sembra nuovo anche se è già stato letto. La copertina non presenta segni di ...
Book Title
Writing-Based Teaching: Essential Practices and Enduring
ISBN-10
1438429061
Genre
Language Arts & Disciplines
ISBN
9781438429069
Categoria

Informazioni su questo prodotto

Product Identifiers

Publisher
STATE University of New York Press
ISBN-10
1438429061
ISBN-13
9781438429069
eBay Product ID (ePID)
73206398

Product Key Features

Number of Pages
220 Pages
Language
English
Publication Name
Writing-Based Teaching : Essential Practices and Enduring Questions
Publication Year
2009
Subject
Study & Teaching, General, Curricula, Rhetoric, Teaching Methods & Materials / Language Arts, Teaching Methods & Materials / General
Type
Textbook
Author
Mary K. Chang
Subject Area
Language Arts & Disciplines, Education
Format
Trade Paperback

Dimensions

Item Height
1 in
Item Weight
10.3 Oz
Item Length
9 in
Item Width
6 in

Additional Product Features

Intended Audience
College Audience
LCCN
2009-007379
Reviews
"Instructors interested in developing a classroom 'practice' of writing will find this collection a rich resource. The essays are well formulated; the volume itself, thoughtfully organized. Iteratively captured in a range of voices and teaching strategies, the underlying argument is compelling." -- Teaching Theology and Religion "As a former teaching assistant I would have benefited from experiencing a program like that described in Writing-Based Teaching." -- Paul Baker, Wordsalad.wordpress.com "Any individual, program, or institution seriously interested in understanding and practicing the writing process would benefit from using this text." -- Alison Cook-Sather, author of Education is Translation: A Metaphor for Change in Learning and Teaching "One of the most important ideas in this collection is that we, as writing teachers, need to develop habits of action and habits of mind that students can take with them." -- Pat Belanoff, coauthor of Being a Writer: A Community of Writers Revisited
Dewey Edition
22
Grade From
College Freshman
Illustrated
Yes
Dewey Decimal
808/.042071
Grade To
College Graduate Student
Table Of Content
PREFACE Leon Botstein ACKNOWLEDGMENTS INTRODUCTION Teresa Vilardi 1. A Case for Private Freewriting in the Classroom Sharon Marshall 2. Focused Freewriting: How to Do Things with Writing Prompts Nicole B.Wallack 3. Process Writing: Reflection and the Arts of Writing and Teaching Alfred E. Guy Jr. 4. Odd Questions, Strange Texts, and Other People: Collaborative Learning, Play, and New Knowledge Alice Lesnick 5. Dialectical Notebooks Margaret Ranny Bledsoe 6. Radical Revision: Toward Demystifying the Labor of Writing Carley Moore 7. Learning Culture:Writing in Community Robert D.Whittemore 8. To Write and Think in the Community of School Ray Peterson POSTSCRIPT Community and Collaboration: The Workshop in Language and Thinking and the Institute for Writing and Thinking at Bard College Teresa Vilardi LIST OF CONTRIBUTORS INDEX
Synopsis
Written by the team at Bard College's Institute for Writing and Thinking, this book is designed to provide practical guidance regarding the challenges and potential of writing-based teaching, and suggestions for how to adapt the practices to particular classroom situations. The contributors share candid, first-hand accounts of what it is like to make writing central to teaching in secondary schools and colleges. As teachers of literature, composition, poetry, mathematics, anthropology, and education, they offer philosophical and theoretical reflections, practical guidance, and personal stories about how to help students become better, more-fluent writers, close readers, and reflective thinkers. This book will be of interest to writing center directors, for what it says about how to do collaborative learning and revision and seeing writing as a way to build community, and to writing teachers for how it demystifies freewriting, focused freewriting, and dialectical notebooks., Offers candid, first-hand accounts of what it is like to make writing central to teaching in secondary schools and colleges. Written by the team at Bard College's Institute for Writing and Thinking, this book is designed to provide practical guidance regarding the challenges and potential of writing-based teaching, and suggestions for how to adapt the practices to particular classroom situations. The contributors share candid, first-hand accounts of what it is like to make writing central to teaching in secondary schools and colleges. As teachers of literature, composition, poetry, mathematics, anthropology, and education, they offer philosophical and theoretical reflections, practical guidance, and personal stories about how to help students become better, more-fluent writers, close readers, and reflective thinkers. This book will be of interest to writing center directors, for what it says about how to do collaborative learning and revision and seeing writing as a way to build community, and to writing teachers for how it demystifies freewriting, focused freewriting, and dialectical notebooks., Offers candid, first-hand accounts of what it is like to make writing central to teaching in secondary schools and colleges.
LC Classification Number
LB1576.W7344 2009

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