Now showing items 1-10 of 34
Reflection in the writing classroom
Author(s):Yancey, Kathleen Blake
Kathleen Yancey's new book explores reflection as a promising body of practice and inquiry in the writing classroom. In a personable and eclectic style, Yancey develops a line of research based on concepts of philosopher ...
Reframing writing assessment to improve teaching and learning
Author(s):Adler-Kassner, Linda; O'Neill, Peggy
Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, ...
Noise from the writing center
In Noise from the Writing Center, Boquet develops a theory of ''noise'' and excess as an important element of difference between the pedagogy of writing centers and the academy in general. Addressing administrative issues, ...
Peripheral visions for writing centers
Author(s):McKinney, Jackie Grutsch
Peripheral Visions for Writing Centers aims to inspire a re-conception and re-envisioning of the boundaries of writing center work. Moving beyond the grand narrative of the writing center--that it is solely a comfortable, ...
Writing new media: theory and applications for expanding the teaching of composition
Author(s):Wysocki, Anne Frances; Johnson-Eilola, Johndan; Selfe, Cynthia L.; Sirc, Geoffrey
With the rapid advance of electronic media in academe, in the writing classroom, and in the workplace, college teachers of composition are faced with the need to teach writing for a number of new venues, with a number of ...
Teaching subject: composition since 1966, A
Reviewing the last 50 years of the development of writing studies as a discipline through five key ideas, Harris unfolds a set of issues and tensions that continue to shape the teaching of writing today--provided by publisher.
Securing a place for reading in composition: the importance of teaching for transfer
Author(s):Carillo, Ellen C.
Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author ...