Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body. As such, it is equally relevant for teacher training in basic writing, ESL, and first year composition, the premise being that in most colleges and universities today teachers of each of these types of courses encounter similar student populations and teaching challenges. Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap. It includes in one volume:
*the latest thinking about teaching and tutoring basic writing, ESL, and first year composition students;
*seminal articles, carefully selected to be accessible to those new to the field, by classic authors in the field of composition and ESL, as well as a number of new voices;
*attention to both theory and practice, but with an emphasis on practice; and
*articles about non-traditional students, multiculturalism, and writing across the disciplines.
The text includes suggestions for pedagogy and invitations for exploration to engage readers in reflection and in applications to their own teaching practice.
Table of Contents
Contents: Preface. Part I: Teaching Writing. M. Rose, Reclaiming the Classroom. D. Bartholomae, Teaching Basic Writing: An Alternative to Basic Skills. I. Shor, The First Day of Class: Passing the Test. K. Bruffee, Collaboration, Conversation, and Reacculturation. K. Gilyard, From "Let's Flip the Script: An African American Discourse on Language, Literature, and Learning." J. Tompkins, Pedagogy of the Distressed. L.A. Carroll, Pomo Blues: Stories From First Year Composition. Part II: Becoming a Writer. P. Elbow, The Process of Writing--Growing. M. Soliday, Translating Self and Difference Through Literacy Narratives. M-Z. Lu, From Silence to Words: Writing as Struggle. R. Natov, Listening for Difference. M-A. Johnson, ESL Tutors: Islands of Calm in the Multicultural Storm. E. Friedland, Writing Alive. G.A. Olson, Toward a Post-Process Composition: Abandoning the Rhetoric of Assertion. Part III: Responding to Writing. C.H. Knoblauch, L. Brannon, Responding to Texts: Facilitating Revision in the Writing Workshop. D.M. Murray, The Listening Eye: Reflections on the Writing Conference. A. Raimes, Errors: Windows Into the Mind. P. Elbow, High Stakes and Low Stakes in Assigning and Responding to Writing. P. Belanoff, The Myths of Assessment. E. Brooks, Evaluating ESL Writing. R.E. Miller, Fault Lines in the Contact Zone. Part IV: Beyond the Writing Class. T. Fulwiler, The Argument for Writing Across the Curriculum. V. Zamel, Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum. L.R. Robertson, S. Crowley, F. Lentricchia, Opinion: The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing. C.M. Anson, Distant Voices: Teaching and Writing in a Culture of Technology. S. Stan, T.G. Collins, Basic Writing: Curricular Interactions With New Technology. B. Herzberg, Community Service and Critical Teaching. W. Bishop, Places to Stand: The Reflective Writer-Teacher-Writer in Composition.
"There are some excellent essays here and a range of topics (writing across the curriculum, working conditions for postsecondary writing teachers, the integration of technology in the writing curriculum, and community service)....I like the goal of this anthology, which is designed to be used as a text for courses on writing pedagogy. The questions posed at the end of each essay are thoughtful and prompt self-reflection and discussion..."
—Studies in Second Language Acquisition