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OverviewNow in its fourth edition, this widely acclaimed sourcebook remains one of the most up-to-date and inclusive works on teaching writing today. In this edition, the editors have added twelve new essays and deleted several from the previous edition, making the content as timely as possible. Emphasizing the importance of adapting good pedagogy to multiple environments and audiences, this unique collection features some of the most intellectually exciting and pedagogically sound articles in the field. The Writing Teacher's Sourcebook, 4/e, is the definitive resource for beginning and experienced teachers alike. Full Product DetailsAuthor: the late Edward P. J. Corbet (Professor of English, Professor of English, Ohio State University) , Nancy Myers (Professor of English, Professor of English, University of North Carolina, Greensboro) , Gary Tate (Professor of Literature, Professor of Literature, Texas Christian University) , Edward P. J. CorbettPublisher: Oxford University Press Inc Imprint: Oxford University Press Inc Edition: 4th Revised edition Dimensions: Width: 23.40cm , Height: 1.90cm , Length: 15.60cm Weight: 0.544kg ISBN: 9780195123777ISBN 10: 0195123778 Pages: 400 Publication Date: 09 September 1999 Audience: General/trade , General Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of Contents"Preface 1. THE CONTEXTS OF TEACHING PERSPECTIVES Richard Fulkerson: Four Philosophies of Composition James Berlin: Rhetoric and Ideology in the Writing Class Edward P.J. Corbett: Rhetoric, the Enabling Discipline Min-Zhan Lu and Bruce Horner: The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy TEACHERS Peter Elbow: Embracing Contraries in the Teaching Process Donald M. Murray: The Listening Eye: Reflections on the Writing Conference Lad Tobin: Reading Students, Reading Ourselves: Revising the Teacher's Role in the Writing Class Dan Morgan: Ethical Issues Raised by Students' Personal Writing STUDENTS Mina P. Shaughnessy: Diving In: An Introduction to Basic Writing Vivian Zamel: Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum Todd Taylor: The Persistence of Difference in Networked Classrooms: Non-Negotiable Difference and the African American Student Body LOCATIONS Hephzibah Roskelly: The Risky Business of Group Work Gail E. Hawisher and Cynthia L. Selfe: The Rhetoric of Technology and the Electronic Writing Class Muriel Harris: Talking in the Middle: Why Writers Need Writing Tutors APPROACHES Min-Zhan Lu: Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence Mariolina Salvatori: Conversations with Texts: Reading in the Teaching of Composition Gary Tate: A Place for Literature in Freshman Composition Carolyn Matalene: Experience as Evidence: Teaching Students to Write Honestly and Knowledgeably about Public Issues 2. THE TEACHING OF WRITING ASSIGNING Mike Rose: Remedial Writing Courses: A Critique and a Proposal David Peck, Elizabeth Hoffman, and Mike Rose: A Comment and Response on ""Remedial Writing Courses"" Richard L. Larson: The ""Research Paper"" in the Writing Course: A Non-Form of Writing Jeanne Fahnestock and Marie Secor: Teaching Argument: A Theory of Types Catherine E. Lamb: Beyond Argument in Feminist Composition RESPONDING AND ASSESSING Brooke K. Horvath: The Components of Written Response: A Practical Synthesis of Current Views David Bartholomae: The Study of Error Jerry Farber: Learning How to Teach: A Progress Report COMPOSING AND REVISING Nancy Sommers: Between the Drafts James A. Reither: Writing and Knowing: Toward Redefining the Writing Process David Bleich: Collaboration and the Pedagogy of Disclosure AUDIENCES Douglas B. Park: The Meanings of ""Audience"" Lisa Ede and Andrea Lunsford: Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy Peter Elbow: Closing My Eyes as I Speak: An Argument for Ignoring Audience STYLES Robert J. Connors: Static Abstractions and Composition Winston Weathers: Teaching Style: A Possible Anatomy Elizabeth D. Rankin: Revitalizing Style: Toward a New Theory and Pedagogy Richard Ohmann: Use Definite, Specific, Concrete Language"ReviewsA great resource for writing teachers and writing program administrators. It provides ready access to current discussions about teaching writing, and does so succinctly. --Brian Whaley, University of Oregon An excellent overview. This book would be useful not only for composition scholars and instructors, but for anyone in any field who feels obligated to teach his or her students how to write. --Tom Philion, University of Illinois-Chicago Provides a broad-based awareness of contemporary perspectives on composition pedagogy. --Jerie Weasmer, Eastern Illinois University Praise for the previous edition (first 4 quotes): A classic introduction to the profession, for which the editors have selected a series of essays whose focus is openly practical and pedagogical--thus adamantly reasserting the close connection of our scholarship with the classroom. A wide-ranging and useful collection of essays for teachers, both beginning and experienced. --College Composition and Communication Still the best casebook for new writing teachers. --Patrick Scott, University of South Carolina Each edition of the book is stronger than the previous one. Both within and among chapters there is appropriate balance of theory and practice--just what new teachers need. --Duane H. Roen, Arizona State University Ideal for a course in teaching College Comp! --Russ Larson, Eastern Michigan University Author InformationTab Content 6Author Website:Countries AvailableAll regions |
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