Overview

Full Product Details

Author:   Katherine L. Weese ,  Stephen L. Fox ,  Stuart Greene ,  Stuart Greene (University of Notre Dame, USA)
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.30cm , Length: 22.90cm
Weight:   0.460kg
ISBN:  

9780805828030

ISBN 10:   0805828036
Pages:   248
Publication Date:   01 February 1999
Audience:   College/higher education ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Contents: B. Walvoord, Foreword. L. Flower, Preface. S.L. Fox, S. Greene, K.L. Weese, Introduction: The Value of the University of Wisconsin-Madison's First-Year Writing Curriculum. Part I: The Wisconsin Program.K.L. Weese, Learning From Students: An Approach to Teaching Beginning College Writers. S.L. Fox, Inviting Students to Join the Literacy Conversation: Toward a Collaborative Pedagogy for Academic Literacy. K.L. Weese, ""Only Connect"": Sequencing Assignments in the Beginning Writing Class. Part II: Classroom Research Studies.N. Preus, The Legacy of Schooling: Secondary School Composition and the Beginning College Writer. S. Greene, How Beginning Writing Students Interpret the Task of Writing an Academic Argument. M.C. Paretti, Intertextuality, Genre, and Beginning Writers: Mining Your Own Texts. J. French, The Dialogic Writing Conference: Negotiating and Predicting the Role of Author. S. Greene, E. Smith, Teaching Talk About Writing: Student Conflict in Acquiring a New Discourse of Authorship Through Collaborative Planning. D. Bartholomae, The Study of Error. D. Brandt, Afterword: A Nation of Authors. Appendices: Major Assignments Used in the UW-Madison Literacy Course. Prewriting Exercises and Writing Assignments to Aid Students in Composing the Formal Papers. Suggested Readings."

Reviews

"""...explains in detail how to plan and implement an action-research project to improve the way we teach and learn to be literate. When we as practitioners become researchers, sharing and modeling how we learn, engaging students in thinking and learning about their thinking and learning, requiring that students make their own meaning and connections, we will all benefit."" —Journal of Adolescent & Adult Literacy"

...explains in detail how to plan and implement an action-research project to improve the way we teach and learn to be literate. When we as practitioners become researchers, sharing and modeling how we learn, engaging students in thinking and learning about their thinking and learning, requiring that students make their own meaning and connections, we will all benefit. -Journal of Adolescent & Adult Literacy

Author Information

Katherine L. Weese, Stephen L. Fox, Stuart Greene

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