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Author: James D. Williams Publisher: Routledge ISBN: 1135636885 Category : Education Languages : en Pages : 422
Book Description
Preparing to Teach Writing: Research, Theory, and Practice, Third Edition is a comprehensive survey of theories, research, and methods associated with teaching composition successfully. The primary goal is to provide practicing and prospective teachers with the knowledge they need to be effective teachers of writing and to prepare them for the many challenges they will face in the classroom. Overall, the third edition of Preparing to Teach Writing is clearer and more comprehensive than the previous editions. It combines the best of the old with new information and features. The discussions and references to foundational studies that helped define the field of rhetoric and composition are preserved in this edition. Also preserved is most of the pedagogical apparatus that characterized the first two editions; research and theory are examined with the aim of informing teaching. New in the Third Edition: *a more thorough discussion of the history of rhetoric, from its earliest days in ancient Greece to the first American composition courses offered at Harvard University in 1874; *a major revision of the examination of major approaches to teaching writing--current-traditional rhetoric, new rhetoric, romantic rhetoric, writing across the curriculum, social-theoretic rhetoric, postmodern rhetoric, and post-postmodern rhetoric--considering their strengths and weaknesses; *an extension of the discussion of strengths and weaknesses of major approaches to its logical conclusion--Williams advocates an epistemic approach to writing instruction that demonstrably leads to improved writing instruction when implemented effectively; *a more detailed account of the phonics--whole language debate that continues to puzzle many teachers and parents; *a new focus on why grammar instruction alone does not lead to better writing, the difference between grammar and usage, and how to teach grammar and usage effectively; *an expanded section on Chicano English that now includes a discussion of Spanglish; *more information on outcome objectives; the Council of Writing Program Administrators' statement of learning outcomes for first-year composition courses has been included to help high school teachers better understand how to prepare high school students for college writing, and to help those in graduate programs prepare for teaching assistantships in first-year composition courses; and *a more comprehensive analysis of assessment that considers such important factors as the validity, reliability, predictability, cost, fairness, and politics of assessment and the effects on teaching of state-mandated testing, and also provides an expanded section on portfolios.
Author: James D. Williams Publisher: Routledge ISBN: 1135636885 Category : Education Languages : en Pages : 422
Book Description
Preparing to Teach Writing: Research, Theory, and Practice, Third Edition is a comprehensive survey of theories, research, and methods associated with teaching composition successfully. The primary goal is to provide practicing and prospective teachers with the knowledge they need to be effective teachers of writing and to prepare them for the many challenges they will face in the classroom. Overall, the third edition of Preparing to Teach Writing is clearer and more comprehensive than the previous editions. It combines the best of the old with new information and features. The discussions and references to foundational studies that helped define the field of rhetoric and composition are preserved in this edition. Also preserved is most of the pedagogical apparatus that characterized the first two editions; research and theory are examined with the aim of informing teaching. New in the Third Edition: *a more thorough discussion of the history of rhetoric, from its earliest days in ancient Greece to the first American composition courses offered at Harvard University in 1874; *a major revision of the examination of major approaches to teaching writing--current-traditional rhetoric, new rhetoric, romantic rhetoric, writing across the curriculum, social-theoretic rhetoric, postmodern rhetoric, and post-postmodern rhetoric--considering their strengths and weaknesses; *an extension of the discussion of strengths and weaknesses of major approaches to its logical conclusion--Williams advocates an epistemic approach to writing instruction that demonstrably leads to improved writing instruction when implemented effectively; *a more detailed account of the phonics--whole language debate that continues to puzzle many teachers and parents; *a new focus on why grammar instruction alone does not lead to better writing, the difference between grammar and usage, and how to teach grammar and usage effectively; *an expanded section on Chicano English that now includes a discussion of Spanglish; *more information on outcome objectives; the Council of Writing Program Administrators' statement of learning outcomes for first-year composition courses has been included to help high school teachers better understand how to prepare high school students for college writing, and to help those in graduate programs prepare for teaching assistantships in first-year composition courses; and *a more comprehensive analysis of assessment that considers such important factors as the validity, reliability, predictability, cost, fairness, and politics of assessment and the effects on teaching of state-mandated testing, and also provides an expanded section on portfolios.
Author: James D. Williams Publisher: Routledge ISBN: 1136180532 Category : Language Arts & Disciplines Languages : en Pages : 391
Book Description
Preparing to Teach Writing, Fourth Edition is a comprehensive survey of theories, research, and methods associated with teaching composition successfully at the middle, secondary, and college levels. Research and theory are examined with the aim of informing teaching. Practicing and prospective writing teachers need the information and strategies this text provides to be effective and well prepared for the many challenges they will face in the classroom. Features Current—combines discussions and references to foundational studies that helped define the field of rhetoric and composition, with updated research, theories, and applications Research based—thorough examination of relevant research in education, literacy, cognition, linguistics, and grammar Steadfast adherence to best practices based on how students learn and on how to provide the most effective writing instruction A Companion Website provides sample assignments and student papers that can be analyzed using the research and theory presented in the text.
Author: James Dale Williams Publisher: ISBN: 9780415640565 Category : English language Languages : en Pages : 0
Book Description
This comprehensive survey of theories, research, and methods associated with teaching composition successfully provides practicing and prospective writing teachers with the information and strategies they need to be effective and well prepared for the many challenges they will face in the classroom.
Author: Kristine E. Pytash Publisher: Lulu.com ISBN: 1304351858 Category : Education Languages : en Pages : 280
Book Description
Technology is changing not only how people write, but also how they learn to write. These profound changes require teachers to reconsider their pedagogical practices in the teaching of writing. This books shares instructional approaches from experienced teacher educators in the areas of writing, teacher education, and technology. Chapters explore teachers personal experiences with writing and writing instruction, effective pedagogical practices in methods writing courses, and professional development opportunities that effectively integrate technology into the writing classroom and contribute to students' growth as writers and users of technology. This collected volume provides as up-to-date understanding of how teachers are prepared to teach writing using technology.
Author: Beth L. Hewett Publisher: Modern Language Association ISBN: 160329547X Category : Language Arts & Disciplines Languages : en Pages : 487
Book Description
Teaching Writing in the Twenty-First Century is a comprehensive introduction to writing instruction in an increasingly digital world. It provides both a theoretical background and detailed practical guidance to writing instructors faced with novel and ever-changing digital learning technologies, new approaches to access needs and usability design, increasing student diversity, and the multiliteracies of reading, alphabetic writing, and multimodal composition. A companion volume, Administering Writing Programs in the Twenty-First Century, considers the role of administrators in addressing these issues. Covering all aspects of teaching online, various composition genres, and the technologies available to teachers, Teaching Writing in the Twenty-First Century addresses composing processes and approaches; designing and scaffolding assignments; providing response, feedback, and evaluation; communicating effectively; and supporting students. These strategic and practical ideas are prefaced by a history of the relation between composition and rhetoric and a guide to diversity, inclusion, and access. The volume ends with a chapter on envisioning the future of composition.
Author: James Dale Williams Publisher: Routledge ISBN: 9780805822762 Category : English language Languages : en Pages : 350
Book Description
Preparing to Teach Writing offers a detailed treatment of the theories, research, and methods that shape composition studies today. Its two-part division allows students first to examine the issues that inform composition pedagogy and then to explore how these issues are actually worked out in the classroom. Text features readers will particularly appreciate include a balanced, integrated discussion of theory and practice; an historical overview of current trends and philosophies in composition; an emphasis on the social nature of composing that goes beyond process; a tone that treats readers as professionals; a full chapter on writing assessment; numerous examples of student writing, including an appendix with ten full-length student essays; and thorough treatment of nonmainstream students.
Author: John C. Bean Publisher: John Wiley & Sons ISBN: 1118062337 Category : Education Languages : en Pages : 309
Book Description
Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with genre and discourse community theory, quantitative/scientific literacy, blended and online learning, and other current issues.
Author: Katie Wood Ray Publisher: Heinemann Educational Books ISBN: Category : Education Languages : en Pages : 212
Book Description
Offers advice and insights to writing instructors on how to teach and develop curriculum based on their own experiences of reading and writing, and the resulting knowledge of how finished writing comes to be.
Author: Karen Keaton Jackson Publisher: IAP ISBN: 1607527448 Category : Language Arts & Disciplines Languages : en Pages : 201
Book Description
Without contraries there is no progression. ---William Blake This is a book about reality and hope. Its chapters reframe the concept of gap, acknowledging distances (for example, acknowledging old insights and theory while also honoring teacher discovery). However, it refuses to bow under the weight of these challenges. Its contributors focus, instead on how to overcome acknowledged inadequacies in learning how to teach writing as well as how to practice principled literacy instruction. These contributors see gaps not as unbridgeable chasms, but rather as opportunities to educate their students to use writing to understand the broader context of their education and pre-service candidates to adapt curriculum creatively. Contributors include new and seasoned secondary school teachers, graduate students, and university faculty who together remind us of “old insights needing to be passed along” (Villanueva) and show us new practices that challenge the conventions of the status quo and promote social justice. To close the gaps, in short, they demonstrate how rhetoric and truth are intertwined. In a time when too many children continue to be left behind, this book should be required reading for all literacy teachers because it is in our continued willingness to learn from each other that hope resides.
Author: Cris Tovani Publisher: Taylor & Francis ISBN: 1003842526 Category : Education Languages : en Pages : 223
Book Description
Do I really have to teach reading? This is a question many teachers ask, wondering how they can add a new element to an overloaded curriculum. The answer is yes; if teachers want their students to learn complex new concepts in different disciplines, they need to help develop their students’ reading skills.In Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 , author Cris Tovani takes on the challenge of helping students apply reading comprehension strategies in any subject. Tovani shows how teachers can expand on their content expertise to provide the instruction students need to understand specific technical and narrative texts. Inside the book you’ll find: Examples of how teachers can model their reading process for students Ideas for supplementing and enhancing the use of required textbooks Detailed descriptions of specific strategies taught in context Stories from different high school classrooms to show how reading instruction varies according to content Samples of student work, including both struggling readers and college-bound seniors Comprehension Constructors : guides designed to help students recognize and capture their thinking in writing while reading Guidance on assessing students Tips for balancing content and reading instruction Tovani’s humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.
Author: James D. Williams
Author: James D. Williams
Author: James D. Williams
Author: James Dale Williams
Author: Kristine E. Pytash
Author: Beth L. Hewett
Author: James Dale Williams
Author: John C. Bean
Author: Katie Wood Ray
Author: Karen Keaton Jackson
Author: Cris Tovani