| Preface |
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v | |
| List of Activities |
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xix | |
| Part 1 Establishing a Foundation for Your Teaching |
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1 | (50) |
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Chapter 1 Choices about Your Philosophy of Writing |
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3 | (17) |
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What Is Your "Theory Of Writing"? |
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3 | (7) |
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Turning To The Field: Mapping The Terrain Of Teaching Approaches |
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4 | (6) |
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How Does One Create "Good Writing"? |
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10 | (10) |
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Taking It Further: Unpacking The Theories In A Teaching Approach |
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15 | (1) |
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Reflections From Experienced Teachers |
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16 | (1) |
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Putting It Together: Articulating Your Evolving Philosophy Of Writing |
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17 | (2) |
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19 | (1) |
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Chapter 2 Choices About Your Philosophy Of Teaching |
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20 | (11) |
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How Will You Help Students Create Good Writing? |
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20 | (11) |
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Turning To The Field: Teaching As A Reflective Practice |
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25 | (2) |
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Taking It Further: Popular Conceptions About "Good Teaching" |
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27 | (1) |
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Reflections From Experienced Teachers |
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28 | (1) |
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Putting It Together: Articulating Your Evolving Philosophy Of Teaching |
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29 | (1) |
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30 | (1) |
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Chapter 3 Choices About Your Teaching Persona |
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31 | (11) |
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What Kind Of Teacher Do You Hope To Be? |
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31 | (1) |
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What Roles Will You Take On As A Teacher? |
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32 | (10) |
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Turning To The Field: Affective Dimensions Of Teaching |
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36 | (1) |
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Taking It Further: Your Affective Responses To Students |
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37 | (2) |
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Reflections From Experienced Teachers |
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39 | (1) |
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Putting It Together: Integrating Your Persona, Philosophy, And Approach |
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40 | (1) |
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41 | (1) |
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Chapter 4 Choices About Your Authority As A Teacher |
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42 | (9) |
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How Will You Negotiate Your Authority In The Classroom? |
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42 | (11) |
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Turning To The Field: Negotiating Authority As A Developmental Process |
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45 | (1) |
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Taking It Further: Your Beliefs About Developmental Writers |
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46 | (1) |
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Reflections From Experienced Teachers |
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47 | (1) |
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Putting It Together: Balancing Chosen Roles And Institutionally Imposed Roles |
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48 | (1) |
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49 | (2) |
| Part 2 Designing Your Course |
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51 | (100) |
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Chapter 5 Choices About Course Goals |
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53 | (16) |
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How Will You Set Goals For Your Course? |
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53 | (2) |
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How Will You Navigate Writing Program And University Mandates? |
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55 | (14) |
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Turning To The Field: Putting Your Goals In Conversation With The Discipline |
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59 | (5) |
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Taking It Further: Bridging The Tensions Between Conflicting Goals |
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64 | (1) |
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Reflections From Experienced Teachers |
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65 | (1) |
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Putting It Together: Anchoring Key Course Goals In Your Teaching Philosophy |
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66 | (2) |
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68 | (1) |
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Chapter 6 Choices About Writing Assignments |
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69 | (21) |
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What Kinds Of Writing Will Students Do In Your Class? |
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69 | (6) |
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Turning To The Field: Goals And Genres For Your Writing Class |
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70 | (5) |
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How Will You Create Effective Writing Assignments? |
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75 | (3) |
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How Will The Major Assignments In Your Course Fit Together? |
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78 | (1) |
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How Will You Write Effective Prompts? |
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79 | (5) |
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How Will Your Assignments Build Upon Each Other? |
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84 | (6) |
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Taking It Further: Planning By "Backward Design" |
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85 | (2) |
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Reflections From Experienced Teachers |
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87 | (1) |
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Putting It Together: Explaining How You Sequence Assignments |
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87 | (2) |
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89 | (1) |
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Chapter 7 Choices About Reading Assignments |
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90 | (15) |
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What Role Will Reading Play In Your Class? |
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90 | (7) |
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Turning To The Field: Reading, Critical Thinking, And Multimodality |
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93 | (4) |
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How Will You Select Readings? |
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97 | (2) |
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How Will You Integrate Reading And Writing? |
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99 | (6) |
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Taking It Further: Writing To Read And Reading To Write |
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101 | (1) |
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Reflections From Experienced Teachers |
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102 | (1) |
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Putting It Together: Articulating Your Approach To Reading |
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103 | (1) |
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104 | (1) |
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Chapter 8 Choices About Big-Picture Planning |
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105 | (20) |
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How Will You Manage The Complexities Of Course Design? |
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105 | (6) |
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How Will You Achieve Specific Learning Objectives? |
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111 | (5) |
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How Will You Map Out Specific Teaching Activities Onto Your Course Plan? |
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116 | (9) |
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Turning To The Field: Planning With Assessment In Mind |
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118 | (2) |
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Taking It Further: Examining Alternative Course Designs |
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120 | (2) |
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Reflections From Experienced Teachers |
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122 | (1) |
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Putting It Together: Explaining Your Course Design Process |
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123 | (1) |
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124 | (1) |
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Chapter 9 Choices About Day-To-Day Planning |
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125 | (13) |
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How Will You Structure Individual Class Periods? |
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125 | (3) |
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How Will You Effectively Explain Goals And Activities? |
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128 | (2) |
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How Will You Plan For Contingencies? |
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130 | (8) |
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Turning To The Field: Planning Across Different Modes Of Teaching And Learning |
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131 | (1) |
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Taking It Further: Planning For Multiple Class Formats |
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132 | (3) |
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Reflections From Experienced Teachers |
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135 | (1) |
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Putting It Together: Articulating Your Approach To Lesson Planning |
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135 | (2) |
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137 | (1) |
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Chapter 10 Choices About Using A Textbook |
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138 | (13) |
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What Role Will Textbooks Play In Your Course? |
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138 | (1) |
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What Can A Textbook Offer You And Your Students? |
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139 | (4) |
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Turning To The Field: Analyzing Writing Ideologies In Textbooks |
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141 | (2) |
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How Will You Decide If A Textbook Is Right For You And Your Course? |
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143 | (1) |
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How Will You Adapt The Textbook To Better Fit Your Philosophy? |
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144 | (9) |
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Taking It Further: Working With A Mandated Textbook |
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146 | (1) |
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Reflections From Experienced Teachers |
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147 | (1) |
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Putting It Together: Articulating Your Approach To Textbooks |
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148 | (1) |
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149 | (2) |
| Part 3 Supporting Student Writing |
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151 | (70) |
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Chapter 11 Opportunities For Writing And Writing Instruction |
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153 | (16) |
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How Will Your Students Use Writing To Generate Ideas And Explore Topics? |
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153 | (7) |
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How Will Student Writing Build Throughout The Semester? |
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160 | (1) |
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How Will You Teach Writing Rather Than Simply Assign Writing? |
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160 | (9) |
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Turning To The Field: Metacognition And Flexible Writing Processes |
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162 | (3) |
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Taking It Further: Incorporating Writing Frequently, Consistently, And Strategically |
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165 | (1) |
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Reflections From Experienced Teachers |
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166 | (1) |
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Putting It Together: Articulating Your Approach To Ongoing Student Writing |
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166 | (2) |
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168 | (1) |
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Chapter 12 Choices About Peer Collaboration, Response, And Support In Your Class |
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169 | (14) |
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What Kind Of Classroom Community Will You Create? |
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169 | (2) |
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How Will You Use Collaboration In Your Classroom? |
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171 | (1) |
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How Will You Use Collaboration Online? |
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172 | (1) |
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How Will You Structure Effective Peer Review? |
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173 | (10) |
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Turning To The Field: Best Practices For Peer Review And Group Work |
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176 | (2) |
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Taking It Further: Comparing Face-To-Face And Online Responses |
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178 | (1) |
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Reflections From Experienced Teachers |
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179 | (2) |
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Putting It Together: Articulating Your Approach To Student Collaboration |
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181 | (1) |
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182 | (1) |
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Chapter 13 Choices About Feedback And Revision |
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183 | (16) |
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How Will Your Feedback Strategies Reflect Your Teaching Philosophy? |
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185 | (1) |
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When And How Will You Give Feedback To Students? |
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186 | (7) |
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Turning To The Field: Developing Knowledge Of Conventions |
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189 | (4) |
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How Will You Avoid "Feedback Burnout"? |
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193 | (6) |
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Taking It Further: Feedback On Grammar |
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194 | (2) |
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Reflections From Experienced Teachers |
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196 | (1) |
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Putting It Together: Articulating Your Approach To Feedback |
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197 | (1) |
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198 | (1) |
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Chapter 14 Choices About Assessment And Evaluation |
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199 | (22) |
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How Will You Navigate Assessment Mandates And Requirements? |
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200 | (4) |
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How Will You Use Rubrics In Assessing Student Writing? |
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204 | (7) |
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How Will You Use Portfolios In Assessing Student Writing? |
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211 | (12) |
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Turning To The Field: Using Assessments To Strengthen Your Teaching |
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212 | (3) |
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Taking It Further: Thinking Outside The Traditional Rubric |
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215 | (2) |
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Reflections From Experienced Teachers |
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217 | (1) |
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Putting It Together: Articulating Your Approach To Assessment |
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218 | (1) |
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219 | (2) |
| Part 4 Engaging Twenty-First-Century Composition |
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221 | (54) |
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Chapter 15 Choices About Teaching Diverse Students |
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223 | (23) |
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What Characterizes Your Diverse Student Population? |
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223 | (5) |
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How Will You Serve A Diverse Population Of Students? |
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228 | (11) |
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Turning To The Field: Working Specifically With Linguistic Diversity |
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237 | (2) |
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How Will You Deal With "Error" In Diverse Students' Writing? |
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239 | (7) |
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Taking It Further: Mapping The Terrain Of Diversity Terminology |
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240 | (2) |
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Reflections From Experienced Teachers |
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242 | (1) |
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Putting It Together: Articulating Your Philosophy About Working With Diverse Students |
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243 | (2) |
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245 | (1) |
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Chapter 16 Choices About Writing In A Digital Age |
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246 | (17) |
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What Role Will Technology Play In Your Teaching? |
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246 | (2) |
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What Role Will Electronic Literacies Play In Your Teaching? |
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248 | (5) |
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What Role Will Course-Management Systems Play In Your Teaching? |
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253 | (1) |
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What Role Will Blogs, Wikis, And Other New Media Play In Your Teaching? |
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253 | (10) |
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Turning To The Field: Turnitin And Anti-Plagiarism Technology |
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256 | (3) |
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Taking It Further: Students As Media Consumers; Students As Media Creators |
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259 | (1) |
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Reflections From Experienced Teachers |
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260 | (1) |
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Putting It Together: Articulating Your Approach To Technology |
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261 | (1) |
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262 | (1) |
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Chapter 17 Choices About Your Future Growth In The Profession |
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263 | (12) |
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How Will You Stay Engaged As A Member Of The Profession? |
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263 | (1) |
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How Will You Be A Reflective Practitioner? |
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264 | (2) |
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How Will You Represent Your Achievements As A Professional? |
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266 | (9) |
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Turning To The Field: Habits Of Mind For Teachers |
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268 | (1) |
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Taking It Further: Teacher Self-Efficacy |
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269 | (1) |
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Reflections From Experienced Teachers |
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270 | (2) |
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Putting It Together: Articulating A Professional Development Plan |
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272 | (2) |
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274 | (1) |
| Suggested Reading |
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275 | (4) |
| Index |
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279 | |
