Preface |
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vii | |
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1 What English Teachers Need to Know about Writing |
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1 | (10) |
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Maintaining Students' Positive Attitudes toward Writing |
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2 | (2) |
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How You Become an Effective Instructor of Writing |
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4 | (1) |
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What Do You Already Know about Writing? |
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5 | (1) |
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How Can This Book Help You to Become an Effective Writing Instructor? |
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6 | (1) |
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7 | (4) |
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2 New Goals for Writing Instruction |
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11 | (14) |
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11 | (4) |
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Composition Research: New Approaches |
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15 | (4) |
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Technology and Teaching Writing |
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19 | (1) |
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20 | (5) |
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3 Teaching the Writing Process |
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25 | (40) |
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Teaching the Writing Process through Self-Reflection |
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25 | (7) |
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Teaching the Writing Process: Strategies for Composing |
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32 | (1) |
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Prewriting and Planning Techniques |
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33 | (8) |
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Writing Time: Drafting and Revising |
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41 | (10) |
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51 | (1) |
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52 | (13) |
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4 Teaching about Sentences |
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65 | (44) |
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The Development of Sentence Skills |
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66 | (2) |
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How Error Analysis Can Contribute to Teaching Sentence Skills |
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68 | (4) |
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Techniques for Helping Students Improve Sentences |
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72 | (1) |
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Where Does Grammar Fit In? |
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73 | (4) |
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Sentence Combining and Generative Rhetoric |
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77 | (8) |
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Assorted Exercises in Sentence Composing |
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85 | (1) |
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86 | (3) |
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Sentence Instruction: Nonstandard Dialect and ESL Students |
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89 | (4) |
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The Computer and Sentence Instruction |
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93 | (1) |
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94 | (15) |
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5 Evaluating and Responding to Student Writing |
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109 | (26) |
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Too Much Evaluation, Too Much Grading |
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110 | (3) |
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What Is the Value of Not Grading? |
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113 | (1) |
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Evaluation and Response: How Do They Differ? |
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114 | (12) |
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126 | (1) |
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127 | (6) |
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133 | (2) |
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6 Designing Writing Assignments |
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135 | (22) |
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How Much Structure? How Much Freedom? |
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137 | (3) |
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Assignment Terminology: What Is the Difference between Explain and Discuss? |
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140 | (1) |
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Choosing the Assignment: What Should Students Write About? |
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141 | (2) |
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Sequencing Assignments: How Do We Increase Assignment Difficulty? |
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143 | (1) |
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The Purpose and Audience for the Assignment: Why Are We Writing? For Whom Are We Writing? |
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144 | (1) |
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Assignment Deadlines: When Is the Paper Due? |
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145 | (1) |
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Developing Evaluation Criteria: "How Can I Get an A?" |
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146 | (1) |
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Assigning and Evaluating Ungraded Writing: "Teacher, How Will You Grade My Journal?" |
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147 | (7) |
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154 | (3) |
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7 Writing about Literature |
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157 | (40) |
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158 | (1) |
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Responding to Literature: Three Dimensions |
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158 | (4) |
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Responding to Literature: The Reader-Response Approach |
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162 | (4) |
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Writing the Formal Essay about Literature |
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166 | (4) |
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Writing about Literature: Alternatives to the Essay |
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170 | (2) |
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Writing Fiction, Poetry, and Plays |
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172 | (3) |
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Writing Imaginative Literature and Teaching the Essay |
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175 | (1) |
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The Computer and Teaching Literature |
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176 | (1) |
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176 | (21) |
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8 Composition Curricula: Four Approaches |
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197 | (44) |
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201 | (2) |
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The Personal Growth Approach |
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203 | (4) |
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207 | (8) |
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The Sociocultural Approach |
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215 | (5) |
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District Curriculum Guides and Classroom Writing Programs |
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220 | (1) |
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221 | (7) |
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228 | (13) |
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9 Reflection, Research, and Teaching Writing |
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241 | (44) |
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The Teacher as Researcher |
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243 | (6) |
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249 | (4) |
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The Mechanics of Journal Keeping |
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253 | (2) |
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Writing by Teachers for Teachers |
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255 | (1) |
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Benefits: The Teacher-Researcher and the Teacher-Writer |
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256 | (2) |
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The Value of Teacher Research for Students |
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258 | (2) |
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The Value of Teacher Research to the Academic Community |
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260 | (2) |
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262 | (23) |
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10 Joining the Profession |
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285 | (18) |
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The National Council of Teachers of English |
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286 | (1) |
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286 | (6) |
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292 | (1) |
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292 | (2) |
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Support for Your Research |
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294 | (1) |
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The National Writing Project |
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295 | (1) |
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Special-Interest Organizations |
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296 | (1) |
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297 | (1) |
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297 | (6) |
Index |
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303 | |