| Preface |
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xiii | |
| Overview |
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xiv | |
| New in the Fourth Edition |
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xiv | |
| Acknowledgments |
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xvii | |
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Part I Research and Theory |
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1 | (202) |
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1 Classical Foundations of Modern Writing Instruction |
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3 | (32) |
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3 | (1) |
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Greece and the Origins of Rhetoric |
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4 | (8) |
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Rome: Rhetoric and Oratory |
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12 | (7) |
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The Early Christian Period |
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19 | (6) |
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From the Middle Ages to the 19th Century |
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25 | (6) |
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31 | (2) |
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33 | (2) |
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35 | (42) |
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Perspectives on Writing and Teaching: Goals and Outcomes |
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35 | (3) |
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38 | (12) |
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50 | (3) |
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53 | (11) |
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Writing Across the Curriculum (WAC) |
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64 | (8) |
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Postprocess: The "Social Turn" |
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72 | (3) |
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75 | (2) |
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77 | (20) |
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77 | (2) |
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Why Must Writing Be Learned? |
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79 | (3) |
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82 | (13) |
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Student Models vs. Professional Models |
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95 | (1) |
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96 | (1) |
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4 Public Schools and College: Aligning the Curricula |
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97 | (26) |
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97 | (13) |
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The Misalignment of Writing Instruction |
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110 | (1) |
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Middle School Language Arts Writing Assignments |
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111 | (2) |
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High School Language Arts Writing Assignments |
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113 | (3) |
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Undergraduate Writing Assignments |
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116 | (6) |
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122 | (1) |
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123 | (29) |
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Why Is Grammar Important? |
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123 | (2) |
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Grammar Instruction Does Not Improve Student Writing |
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125 | (4) |
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Research on the Effect of Grammar Instruction on Writing |
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129 | (2) |
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Language Acquisition and Language Patterns |
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131 | (3) |
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Home Language and School Language |
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134 | (2) |
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The Issue Is Usage, Not Grammar |
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136 | (2) |
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Teaching Grammar and Usage |
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138 | (11) |
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149 | (1) |
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150 | (2) |
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6 English Language Learners and Writing |
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152 | (22) |
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152 | (10) |
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Bilingualism and Intelligence |
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162 | (5) |
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Teaching Writing to NESB Students |
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167 | (5) |
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172 | (2) |
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174 | (29) |
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Standard, Formal Standard, and Nonstandard English |
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174 | (5) |
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179 | (2) |
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181 | (9) |
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African-American English Grammar |
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190 | (2) |
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African-American English and Writing |
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192 | (8) |
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Implications for Teaching |
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200 | (2) |
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202 | (1) |
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203 | (96) |
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205 | (44) |
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205 | (2) |
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207 | (5) |
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Expectations and Standards |
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212 | (7) |
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The Process Approach to Writing Instruction |
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219 | (14) |
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Process and the Language Arts Class |
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233 | (1) |
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The Failure of Conventional Process Pedagogy |
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234 | (3) |
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Best Practices and Making Writing Meaningful |
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237 | (6) |
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243 | (4) |
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247 | (2) |
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249 | (20) |
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Making Good Writing Assignments |
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249 | (5) |
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254 | (3) |
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257 | (4) |
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Features Every Assignment Should Have |
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261 | (1) |
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262 | (3) |
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Collaborative Assignments |
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265 | (2) |
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267 | (2) |
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269 | (30) |
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Key Factors in Assessment |
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269 | (14) |
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Rubrics, Holistic Assessment, and Portfolios |
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283 | (14) |
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297 | (2) |
| References |
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299 | (32) |
| Index |
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331 | |
Rohkem infot Taylor & Francis e-raamatute kohta