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E-grāmata: Concepts in Composition: Theory and Practices in the Teaching of Writing

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(California State University, Northridge, USA)
  • Formāts: 478 pages
  • Izdošanas datums: 13-May-2019
  • Izdevniecība: Routledge
  • ISBN-13: 9781351394581
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Concepts in Composition: Theory and Practices in the Teaching of WritingPalielināt
  • Formāts: 478 pages
  • Izdošanas datums: 13-May-2019
  • Izdevniecība: Routledge
  • ISBN-13: 9781351394581
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Concepts in Composition is designed to foster reflection on how theory impacts practice, allowing prospective teachers to assume the dual role of both teacher and student as they enter the discipline of Writing Studies and become familiar with some of its critical conversations. Now in its third edition, the volume offers up-to-date scholarship and a deeper focus on diversity, both in the classroom and in relation to writing studies and literacy more broadly. This text continues to offer a wealth of practical assignments, classroom activities, and readings in each chapter. It is the ideal resource for the undergraduate or graduate student looking to pursue a career in writing instruction.

Preface viii
Acknowledgments xi
1 Processes: Approaches and Issues
1(51)
Irene L. Clark
Readings: Composing Behaviors of One- and Multi-Draft Writers
32(15)
Author: Muriel Harris (1989)
Source: College English, 51(2): 174--190
Moving Writers, Shaping Motives, Motivating Critique and Change: A Genre Approach to Teaching Writing
47(5)
Author: Mary Jo Reiff (2006)
Source: In Relations, Locations, Positions: Composition Theory for Writing Teachers. Eds. Peter Vandenberg, Sue Hum, Jennifer Clary-Lemon. Urbana, IL: NCTE, 157--206
2 Invention: Issues and Strategies
52(35)
Irene L. Clark
Reading: Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer's Block
76(11)
Author: Mike Rose (1980)
Source: College Composition and Communication, 31(4): 389--401
3 Revision: Issues and Strategies
87(32)
Betty Bamberg
Irene L. Clark
Reading: Revision Strategies of Student Writers and Experienced Adult Writers
110(9)
Author: Nancy Sommers (1980)
Source: College Composition and Communication, 31(4): 378--388
4 Audiences
119(40)
Irene L. Clark
Reading: Closing My Eyes as I Speak: An Argument for Ignoring Audience
141(18)
Author: Peter Elbow (1987)
Source: College English, 49(1): 50--69
5 Genre, Transfer, and Related Issues
159(46)
Irene L. Clark
Reading: "Emphasizing Similarity" but Not "Eliding Difference": Exploring Sub-Disciplinary Differences as a Way to Teach Genre Flexibly
190(15)
Author: Katherine L. Schaefer (2015)
Source: WAC Journal, 26: 36--55
6 Reading/Writing Connections
205(33)
Irene L. Clark
Reading: Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom
222(16)
Author: Michael Bunn (2013)
Source: College Composition and Communication, 64(3): 496--516
7 Assessment: Issues and Controversies
238(34)
Julie Neff-Lippman
Reading: Across the Drafts
265(7)
Author: Nancy Sommers (2006)
Source: College Composition and Communication, 58: 248--257
8 Teaching Multilingual Students in a Composition Class
272(45)
Olga Griswold
John Edlund
Reading: Promoting Grammar and Language Development in the Writing Class: Why, What, How, and When
302(15)
Author: Dana R. Ferris (2016)
Source: In Teaching English Grammar to Speakers of Other Languages. Ed. E. Hinkel. New York: Hinkel (2016) pp. 222--245
9 Language, Linguistic Diversity, and Writing
317(62)
Sharon Klein
Reading: Clarifying the Multiple Dimensions of Monolingualism: Keeping Our Sights on Language Politics
356(23)
Authors: Missy Watson and Rachael Shapiro (2018)
Source: Composition Forum, 38, http://compositionforum.com/issue/38
10 Issues in Digital and Multimodal Writing: Composition Instruction for the 21st Century
379(67)
Jennifer Sheppard
Reading: The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing
410(36)
Author: Cynthia L. Selfe (2009)
Source: College Composition and Communication, 60(4): 616--663
Appendix 1 Effective Writing Assignments 446(6)
Appendix 2 Developing a Syllabus 452(9)
Index 461
Irene L. Clark is Professor of English, Director of Composition, and Director of the Masters Option in Rhetoric and Composition at California State University, Northridge. She previously taught at the University of Southern California (USC), where she also co-directed the universitys Writing Program and directed its Writing Center. She has authored several textbooks for both undergraduate and graduate students and written a number of articles concerned with Writing Studies, genre, and transfer. Her recent scholarly interest is in the interconnection between literacy and current work in neuroplasticitythe ability of the brain to alter in response to experience. She holds a B.A. in Music from Hunter College, an M.A. in English from Columbia University, and a Ph.D. in English Literature from USC.
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