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Teaching Writing in Middle and Secondary Schools: Theory, Research and Practice [Pehme köide]

  • Formaat: Paperback / softback, 312 pages, kõrgus x laius: 229x152 mm, kaal: 490 g
  • Ilmumisaeg: 28-Aug-2001
  • Kirjastus: Pearson
  • ISBN-10: 0205188974
  • ISBN-13: 9780205188970
  • Pehme köide
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  • Formaat: Paperback / softback, 312 pages, kõrgus x laius: 229x152 mm, kaal: 490 g
  • Ilmumisaeg: 28-Aug-2001
  • Kirjastus: Pearson
  • ISBN-10: 0205188974
  • ISBN-13: 9780205188970
This innovative text speaks directly to students preparing to teach writing and to practicing English teachers who want to improve their ability to teach writing. It includes a useful summary of the research and theory which form the basis of the writing revolution. Using practical explanations of teaching strategies and many examples of assignments and student writing, the text offers novel methods through which to teach the writing process and new techniques to effectively evaluate and respond to student writing.
Preface vii
1 What English Teachers Need to Know about Writing
1(10)
Maintaining Students' Positive Attitudes toward Writing
2(2)
How You Become an Effective Instructor of Writing
4(1)
What Do You Already Know about Writing?
5(1)
How Can This Book Help You to Become an Effective Writing Instructor?
6(1)
Conclusion
7(4)
2 New Goals for Writing Instruction
11(14)
A Brief History
11(4)
Composition Research: New Approaches
15(4)
Technology and Teaching Writing
19(1)
Conclusion
20(5)
3 Teaching the Writing Process
25(40)
Teaching the Writing Process through Self-Reflection
25(7)
Teaching the Writing Process: Strategies for Composing
32(1)
Prewriting and Planning Techniques
33(8)
Writing Time: Drafting and Revising
41(10)
Publishing
51(1)
Conclusion
52(13)
4 Teaching about Sentences
65(44)
The Development of Sentence Skills
66(2)
How Error Analysis Can Contribute to Teaching Sentence Skills
68(4)
Techniques for Helping Students Improve Sentences
72(1)
Where Does Grammar Fit In?
73(4)
Sentence Combining and Generative Rhetoric
77(8)
Assorted Exercises in Sentence Composing
85(1)
Teaching Style
86(3)
Sentence Instruction: Nonstandard Dialect and ESL Students
89(4)
The Computer and Sentence Instruction
93(1)
Conclusion
94(15)
5 Evaluating and Responding to Student Writing
109(26)
Too Much Evaluation, Too Much Grading
110(3)
What Is the Value of Not Grading?
113(1)
Evaluation and Response: How Do They Differ?
114(12)
Conferencing
126(1)
Portfolios
127(6)
Conclusion
133(2)
6 Designing Writing Assignments
135(22)
How Much Structure? How Much Freedom?
137(3)
Assignment Terminology: What Is the Difference between Explain and Discuss?
140(1)
Choosing the Assignment: What Should Students Write About?
141(2)
Sequencing Assignments: How Do We Increase Assignment Difficulty?
143(1)
The Purpose and Audience for the Assignment: Why Are We Writing? For Whom Are We Writing?
144(1)
Assignment Deadlines: When Is the Paper Due?
145(1)
Developing Evaluation Criteria: "How Can I Get an A?"
146(1)
Assigning and Evaluating Ungraded Writing: "Teacher, How Will You Grade My Journal?"
147(7)
Conclusion
154(3)
7 Writing about Literature
157(40)
Writing about Literature
158(1)
Responding to Literature: Three Dimensions
158(4)
Responding to Literature: The Reader-Response Approach
162(4)
Writing the Formal Essay about Literature
166(4)
Writing about Literature: Alternatives to the Essay
170(2)
Writing Fiction, Poetry, and Plays
172(3)
Writing Imaginative Literature and Teaching the Essay
175(1)
The Computer and Teaching Literature
176(1)
Conclusion
176(21)
8 Composition Curricula: Four Approaches
197(44)
The Correctness Approach
201(2)
The Personal Growth Approach
203(4)
The Rhetorical Approach
207(8)
The Sociocultural Approach
215(5)
District Curriculum Guides and Classroom Writing Programs
220(1)
Designing Writing Units
221(7)
Conclusion
228(13)
9 Reflection, Research, and Teaching Writing
241(44)
The Teacher as Researcher
243(6)
The Teacher as Writer
249(4)
The Mechanics of Journal Keeping
253(2)
Writing by Teachers for Teachers
255(1)
Benefits: The Teacher-Researcher and the Teacher-Writer
256(2)
The Value of Teacher Research for Students
258(2)
The Value of Teacher Research to the Academic Community
260(2)
Conclusion
262(23)
10 Joining the Profession
285(18)
The National Council of Teachers of English
286(1)
Professional Journals
286(6)
Professional Conferences
292(1)
Submitting Proposals
292(2)
Support for Your Research
294(1)
The National Writing Project
295(1)
Special-Interest Organizations
296(1)
The Internet
297(1)
Conclusion
297(6)
Index 303