Concepts in Composition

Theory and Practices in the Teaching of Writing
 
 
Routledge (Verlag)
  • 3. Auflage
  • |
  • erschienen am 13. Mai 2019
  • |
  • 478 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-1-351-39458-1 (ISBN)
 

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.

3. Auflage
  • Englisch
  • Milton
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
  • Neue Ausgabe
4 schwarz-weiße Abbildungen
  • 38,83 MB
978-1-351-39458-1 (9781351394581)

Irene L. Clark is Professor of English, Director of Composition, and Director of the Master's 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 university's 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 neuroplasticity-the 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.

  • Cover
  • Half Title
  • Title Page
  • Copyright Page
  • Table of Contents
  • Preface
  • The Third Edition
  • Acknowledgments
  • Chapter 1: Processes: Approaches and Issues
  • Readings: Composing Behaviors of One- and Multi-Draft Writers
  • Moving Writers, Shaping Motives, Motivating Critique and Change: A Genre Approach to Teaching Writing
  • Chapter 2: Invention: Issues and Strategies
  • Reading: Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer's Block
  • Chapter 3: Revision: Issues and Strategies
  • Reading: Revision Strategies of Student Writers and Experienced Adult Writers
  • Chapter 4: Audiences
  • Reading: Closing My Eyes as I Speak: An Argument for Ignoring Audience
  • Chapter 5: Genre, Transfer, and Related Issues
  • Reading: "Emphasizing Similarity" but Not "Eliding Difference": Exploring Sub-Disciplinary Differences as a Way to Teach Genre Flexibly
  • Chapter 6: Reading/Writing Connections
  • Reading: Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom
  • Chapter 7: Assessment: Issues and Controversies
  • Reading: Across the Drafts
  • Chapter 8: Teaching Multilingual Students in a Composition Class
  • Reading: Promoting Grammar and Language Development in the Writing Class: Why, What, How, and When
  • Chapter 9: Language, Linguistic Diversity, and Writing
  • Reading: Clarifying the Multiple Dimensions of Monolingualism: Keeping Our Sights on Language Politics
  • Chapter 10: Issues in Digital and Multimodal Writing: Composition Instruction for the 21st Century
  • Reading: The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing
  • Appendix 1: Effective Writing Assignments
  • Appendix 2: Developing a Syllabus
  • Index

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