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Concepts in Composition

Concepts in Composition Author Irene L. Clark
ISBN-10 9781136657931
Release 2011-09-01
Pages 488
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Concepts in Composition: Theory and Practice in the Teaching of Writing is designed to foster reflection on how theory impacts practice, enabling prospective teachers to develop their own comprehensive and coherent conception of what writing is or should be and to consider how people learn to write. This approach allows readers to assume the dual role of both teacher and student as they enter the conversation of the discipline and become familiar with some of the critical issues. New to this second edition are: up-to-date primary source readings; a focus on collaborative writing practices and collaborative learning; additional assignments and classroom activities an emphasis on new media and information literacy and their impact on the teaching of writing These new directions will inform the content of this revision, reflecting significant advancements in the field. Each chapter addresses a particular theoretical concept relevant to classroom teaching and includes activities to help readers establish the connection between theoretical concepts and classroom lessons. Online resources include overviews, classroom handouts, exercises, a sample syllabus, and PowerPoint presentations. Bringing together scholars with expertise in particular areas of composition, this text will serve as an effective primer for students and eductors in the field of composition theory.



Writing the Successful Thesis and Dissertation

Writing the Successful Thesis and Dissertation Author Irene L. Clark
ISBN-10 9780132797306
Release 2006-12-21
Pages 240
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A complete, step-by-step, practical overview of the process of writing successful theses and dissertations Every year thousands of graduate students face the daunting–sometimes terrifying– challenge of writing a thesis or dissertation. But most of them have received little or no instruction on doing it well. This book shows them how in ways no other book does. It combines the practical guidance and theoretical understanding students need to complete their theses or dissertations with maximum insight and minimum stress. Drawing on her extensive research and experience advising hundreds of graduate students, Dr. Irene Clark presents a solid overview of the writing process. Clark shows how to apply innovative theories of process and genre and understand the writing process for what it is: your entrance into a conversation with the scholarly community that will determine your success or failure. This book offers useful strategies for each phase of the process, from choosing advisors and identifying topics through writing, revision, and review. Coverage includes • Getting started: overcoming procrastination and writer’s block • Understanding the genre of the thesis or dissertation • Speaking the “language of the academy” • Writing compelling proposals • Developing and revising drafts • Constructing effective literature reviews • Working with tables, graphs, and other visual materials • Working with advisors and dissertation committees • Avoiding inadvertent plagiarism Experience based, theoretically grounded, jargon free, and practical, Writing the Successful Thesis and Dissertation will help you become a more effective writer–and a more meaningful contributor to the scholarly conversation. Preface xi Introduction: Writing a Thesis or Dissertation: An Overview of the Process xix Chapter 1: Getting Started 1 Chapter 2: So What? Discovering Possibilities 17 Chapter 3: The Proposal as an Argument: A Genre Approach to the Proposal 33 Chapter 4: Mapping Texts: The Reading/Writing Connection 63 Chapter 5: Writing and Revising 83 Chapter 6: Writing the Literature Review 103 Chapter 7: Using Visual Materials 125 Chapter 8: The Advisor and Thesis/Dissertation Committee 139 Chapter 9: Working with Grammar and Style 155 Chapter 10: Practical Considerations 175 Index: 193



Writing New Media

Writing New Media Author Anne Wysocki
ISBN-10 9780874214932
Release 2007-03-01
Pages 280
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As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work. The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.



First Time Up

First Time Up Author Brock Dethier
ISBN-10 UOM:39015063297090
Release 2005-09-30
Pages 220
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"First time up?"—an insider’s friendly question from 1960s counter-culture—perfectly captures the spirit of this book. A short, supportive, practical guide for the first-time college composition instructor, the book is upbeat, wise but friendly, casual but knowledgeable (like the voice that may have introduced you to certain other firsts). With an experiential focus rather than a theoretical one, First Time Up will be a strong addition to the newcomer’s professional library, and a great candidate for the TA practicum reading list. Dethier, author of The Composition Instructor’s Survival Guide and From Dylan to Donne, directly addresses the common headaches, nightmares, and epiphanies of composition teaching—especially the ones that face the new teacher. And since legions of new college composition teachers are either graduate instructors (TAs) or adjuncts without a formal background in composition studies, he assumes these folks as his primary audience. Dethier’s voice is casual, but it conveys concern, humor, experience, and reassurance to the first-timer. He addresses all major areas that graduate instructors or new adjuncts in a writing program are sure to face, from career anxiety to thoughts on grading and keeping good classroom records. Dethier’s own eclecticism is well-represented here, but he reviews with considerable deftness the value of contemporary scholarship to first-time writing instructors—many of whom will be impatient with high theory. Throughout the work, he affirms a humane, confident approach to teaching, along with a true affection for college students and for teachers just learning to deal with them.



Theory and Practice in the Teaching of Composition

Theory and Practice in the Teaching of Composition Author Miles Myers
ISBN-10 UCAL:B4182087
Release 1983
Pages 256
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Intended to show teachers how their approaches to the teaching of writing reflect a particular area of research and to show researchers how the intuitions of teachers reflect research findings, the articles in this book are classified according to three approaches to writing: processing, distancing, and modeling. After an introductory essay that defines and explains the three approaches, the second part of the book contains eight articles that stress processing. These articles cover the psychology of thinking, mapping and composing, children's art, drawing as prewriting, prewriting as discovery, turning speech into writing, and the process approach and the elementary school writing curriculum. Part three, dealing with distancing, contains two articles defining "talk-write" as a behavioral pedagogy for composition and explaining its application in the classroom; and five articles on function categories, the composition course as the pursuit of ideas, a new curriiculum in English, student writing response groups in the classroom, and the All-City High Project of the Oakland, California, school district. The articles on modeling in part four explain a generative rhetoric of the sentence, sentence modeling, "voices" in reading and writing, paraphrases of professionals in writing classes, the importance of reason in writing, and the superiority of showing over telling. The relationship between the teacher and the researcher is examined in the book's final essay. A bibliography is included. (JL)



Teaching L2 Composition

Teaching L2 Composition Author Dana R. Ferris
ISBN-10 9781136696657
Release 2013-10-01
Pages 443
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This theory-to-practice text presents pedagogical approaches to teaching L2 composition in the framework of current theoretical perspectives on L2 writing processes, practices, and writers and provides an array of hands-on, practical examples, materials, and tasks.



Naming What We Know

Naming What We Know Author Linda Adler-Kassner
ISBN-10 9780874219906
Release 2015-06-15
Pages 256
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Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.



A Teaching Subject

A Teaching Subject Author Joseph Harris
ISBN-10 9780874218671
Release 2012-01-01
Pages 191
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In this classic text, Joseph Harris traces the evolution of college writing instruction since the Dartmouth Seminar of 1966. A Teaching Subject offers a brilliant interpretive history of the first decades during which writing studies came to be imagined as a discipline separable from its partners in English studies. Postscripts to each chapter in this new edition bring the history of composition up to the present. Reviewing the development of the field through five key ideas, Harris unfolds a set of issues and tensions that continue to shape the teaching of writing today. Ultimately, he builds a case, now deeply influential in its own right, that composition defines itself through its interest and investment in the literacy work that students and teachers do together. Unique among English studies fields, composition is, Harris contends, a teaching subject.



Cross Talk in Comp Theory

Cross Talk in Comp Theory Author Victor Villanueva
ISBN-10 0814109772
Release 2011
Pages 899
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Cross Talk in Comp Theory has been writing in one form or another for most of life. You can find so many inspiration from Cross Talk in Comp Theory also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Cross Talk in Comp Theory book for free.



Constructing Knowledges

Constructing Knowledges Author Sidney I. Dobrin
ISBN-10 0791433439
Release 1997
Pages 181
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Examines the relationship between theoretical and practical knowledge, within the academy in general and composition studies in particular.



Teaching Writing Online

Teaching Writing Online Author Scott Warnock
ISBN-10 0814152538
Release 2009
Pages 235
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"Teaching Writing Online: How and Why. Warnock explores how to teach an online (or hybrid) writing course by emphasizing the importance of using and managing students' written communications. Grounded in Warnock's years of experience in teaching, teacher preparation, online learning, and composition scholarship, this book is designed with usability in mind. Features include: How to manage online conversations; Responding to students; Organizing course material; Core guidelines for teaching online; Resource chapter and appendix with sample teaching materials."--Back cover.



Writing across Contexts

Writing across Contexts Author Kathleen Yancey
ISBN-10 9780874219388
Release 2014-05-15
Pages 215
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Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident. A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.



A Rhetoric for Writing Teachers

A Rhetoric for Writing Teachers Author Erika Lindemann
ISBN-10 0195130456
Release 2001
Pages 346
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From answering the question "Why teach writing?" to offering guidance in managing group work and responding to assignments, A Rhetoric for Writing Teachers provides a comprehensive introduction to the teaching of writing. Now in a fourth edition, this remarkably successful book features a new chapter by Daniel Anderson on teaching with computers and adds updated material on invention, intellectual development, and responding to students' writing. Describing in straightforward terms the cross-disciplinary scholarship that underlies composition teaching, it opens with chapters on prewriting techniques, organizing material, paragraphing, sentence structure, words, and revising that show teachers how to lead students through composing. Sections on writing workshops, collaborative learning, and instructional technology reflect current views of writing as a social interaction. Chapters on rhetoric, cognition, and linguistics explain theoretical principles that support classroom practices and make teachers' performances more effective. Treating both the theory and practice of writing, this classic book encourages teachers to adopt the methods that best meet their students' needs and to develop a style of teaching based on informed decisions. It provides an extensive updated bibliography--including useful Web sites as well as important books and articles--and an updated table of important dates in the history of composition. A Rhetoric for Writing Teachers, 4/e, offers both prospective and seasoned writing teachers convenient access to influential scholarship in the field and inspires them to examine what it means to teach well.



College Writing and Beyond

College Writing and Beyond Author Anne Beaufort
ISBN-10 9780874216639
Release 2008-02-06
Pages 232
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Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings. In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it. Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.



Center Will Hold

Center Will Hold Author Michael Pemberton
ISBN-10 9780874214840
Release 2003-12-01
Pages 232
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In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges. Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.



Jazz Composition and Arranging in the Digital Age

Jazz Composition and Arranging in the Digital Age Author Richard Sussman
ISBN-10 9780195380996
Release 2012
Pages 505
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Jazz Composition and Arranging In the Digital Age is a comprehensive and practical instructional book and reference guide on the art and craft of jazz composition and arranging for small and large ensembles. In this book, veteran composers and arrangers Richard Sussman and Michael Abene combine their extensive years of experience as musicians and instructors to demonstrate how advances in music technology and software may be integrated with traditional compositional concepts to form a new and more efficient paradigm for the creative process. This book builds on material and issues treated in traditional jazz composition and arranging courses, including all the fundamental musical techniques and information associated with jazz arranging and composition instruction. In addition, each chapter of the book also contains specific examples demonstrating the effective utilization of music software as applied to the realization of these techniques. Software is employed both as both a learning tool in the form of examples and exercises, and as a practical tool illustrating how many modern day composer/arrangers are utilizing these techniques successfully in the real world. The book also offers several chapters devoted exclusively to the creative use of music technology and software. The extensive companion website provides listening examples for each chapter as well as enhanced software tips, expanded and additional music examples, and appendices of , basic principles and an expanded recommended listening list for further study.



Writing as a Learning Tool

Writing as a Learning Tool Author Paivi Tynjala
ISBN-10 9789401007405
Release 2012-12-06
Pages 219
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This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.