Teaching/writing in the Late Age of Print
Although several anthologies have collected articles on issues confronting composition studies, no other text looks at student writing as does Teaching/Writing in the Late Age of Print. No other volume has asked compositionists to use student writing to reflect on their teaching practices. No other volume has provided the rich breadth of response that reflects the current state of composition in the United States. And, no other volume has defined its primary task as portraying the diversity of the field through teaching practices as represented in student writing. Most important of all, no other volume has provided all course materials and supplemental documentation online as an integral part of such a project. There is a keyword refrence table that allows readers to read chapters based on key terms in the field like ""collaboration."" Each chapter begins with an abstract for easy reference. The companion website for this book includes a searchable database of all the chapter abstracts, assignments, excerpts from all contributions, extended course materials that help contextualize the printed chapters, and an online forum for teachers and researchers to meet and discuss their research interests.
Co říkají ostatní - Napsat recenzi
Na obvyklých místech jsme nenalezli žádné recenze.
Teaching Students as Student
Disabling the Disability Label
The Role of Reflection in FirstYear Writing
Další části 26 nejsou zobrazeny.
Další vydání - Zobrazit všechny
academic allowed analysis approach argue argument asked assignment audience authority become begin believe Center chapters classroom collaborative College composition concerns construct context conversation course create critical culture dents describe develop discourse discussion effective electronic engage English English Studies essay example expectations experience fact feel final give goals hope ideas important institutional interests issues kind knowledge learning literacy look major means move notes offer participants pedagogy peer play position practices present problem produce question readers reading reflect represent response revision rhetorical role seems sense situation skills social specific suggest teachers teaching theory tion traditional understand University values voice writing written