A Rhetoric for Writing Teachers

Author: Erika Lindemann
Publisher: Oxford University Press, USA
ISBN: 9780195130454
Format: PDF, Kindle
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From answering the question "Why teach writing?" to offering guidance in managing group work and responding to assignments, A Rhetoric for Writing Teachers provides a comprehensive introduction to the teaching of writing. Now in a fourth edition, this remarkably successful book features a new chapter by Daniel Anderson on teaching with computers and adds updated material on invention, intellectual development, and responding to students' writing. Describing in straightforward terms the cross-disciplinary scholarship that underlies composition teaching, it opens with chapters on prewriting techniques, organizing material, paragraphing, sentence structure, words, and revising that show teachers how to lead students through composing. Sections on writing workshops, collaborative learning, and instructional technology reflect current views of writing as a social interaction. Chapters on rhetoric, cognition, and linguistics explain theoretical principles that support classroom practices and make teachers' performances more effective. Treating both the theory and practice of writing, this classic book encourages teachers to adopt the methods that best meet their students' needs and to develop a style of teaching based on informed decisions. It provides an extensive updated bibliography--including useful Web sites as well as important books and articles--and an updated table of important dates in the history of composition. A Rhetoric for Writing Teachers, 4/e, offers both prospective and seasoned writing teachers convenient access to influential scholarship in the field and inspires them to examine what it means to teach well.

Mics Cameras Symbolic Action

Author: Scott K. Halbritter
Publisher:
ISBN: 9781602353374
Format: PDF, ePub
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NEW MEDIA THEORY SERIES EDITOR: BYRON HAWK MICS, CAMERAS, SYMBOLIC ACTION: AUDIO-VISUAL RHETORIC FOR WRITING TEACHERS addresses the current technological challenges and opportunities of writing teachers through a conceptualization of writing and reading that could not have been imagined by many writing teachers at the turn of the twenty-first century. While MICS, CAMERAS, SYMBOLIC ACTION looks forward to emerging writing technologies, it finds its theoretical foundations by looking back to Kenneth Burke's concept of symbolic action. MICS, CAMERAS, SYMBOLIC ACTION situates its pedagogy for engaging the multidimensional rhetoric of audio-visual writing to help new and experienced writing teachers select, create, and engage productive models for designing audio-visual writing assignments and curricula. MICS, CAMERAS, SYMBOLIC ACTION draws upon Erika Lindemann and her pioneering work in A Rhetoric for Writing Teachers, as well as the educational theory of John Dewey, the multiliteracy theory of Stuart Selber, and the design philosophy of Robin Williams. Rather than look to the creation and critique of audio-visual texts as the goal of its pedagogy, MICS, CAMERAS, SYMBOLIC ACTION looks for ways to use the creation and critique of audio-visual texts as a means for realizing a variety of learning goals for writing students. Bump HALBRITTER establishes not only the theoretical foundation for that work but also discusses, in depth, the material demands of working with audio-visual assets that writing teachers have not typically been trained to use: microphones, video cameras, and an array of other peripheral technologies for collecting, storing, and exchanging audio-visual information. BUMP HALBRITTER is Associate Professor of Rhetoric and Writing at Michigan State University and is Editor of CCC ONLINE. His work on aural rhetoric and audio-visual writing pedagogy has appeared in KAIROS, ENCULTURATION, COMPUTERS AND COMPOSITION, COLLEGE ENGLISH, and in the edited collection, DIGITAL TOOLS. Halbritter and Julie Lindquist are co-PIs of the long-term research project LiteracyCorps Michigan, a multi-phase research project that uses digital video to investigate and document the literate lives of college students. "The voice and style are one of the Mics, Cameras, Symbolic Action's great strengths, as they render the subject approachable and readable to those who might not yet consider themselves a part of rhetoric and composition culture. Halbritter makes a compelling argument for why we should become engaged in the (symbolic) action of multimedia composing." - ERIN KARPER

A Rhetoric for Writing Program Administrators

Author: Rita Malenczyk
Publisher:
ISBN: 9781602354333
Format: PDF, Docs
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A Rhetoric for Writing Program Administrators delineates the major issues and questions in the field of writing program administration and provides readers new to that field with theoretical lenses through which to view those issues and questions. In brief and direct though not oversimplified chapters, A Rhetoric for Writing Program Administrators explains the historical and theoretical background of such concepts as "academic freedom," "first-year composition," "basic writing," "writing across the curriculum," "placement," "ESL," "general education," and "transfer." Its thirty-nine contributors are seasoned writing program and center administrators who, in a range of voices, map the discipline of writing program administration and guide readers toward finding their own answers to solving problems at their own institutions.

Doing Emotion

Author: Laura R. Micciche
Publisher: Boynton/Cook
ISBN: 9780325010991
Format: PDF, ePub, Docs
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That the emotional realities of teaching have changed significantly over the past decade is undeniable; Doing Emotion provides much needed guidance both on understanding these changes and on imagining a responsive pedagogy for these emotionally fraught times - a pedagogy grounded not in fear but in hope for better times. - Richard E. Miller For Laura Micciche, emotion is neither the enemy of reason nor an irrational response to actions and ideas. Rather, she argues in the provocative and groundbreaking Doing Emotion that emotion is integral to research, discussion, analysis, and argument - that is, to the essential fabric of rhetoric and composition. Doing Emotion argues for a rhetoric of emotion by foregrounding the idea that emotions are performative - enacted and embodied in our social interactions, produced between and among individuals and textual objects. Emotion is something we do, rather than something we have. Micciche explores the implications of this claim in the context of writing classrooms, administrative structures, and the formation of disciplinary identity. Drawing upon current research in emotion studies, performance studies, and feminist rhetorical studies, Micciche argues that a shift in our thinking about emotion leads to productive possibilities for teaching and learning. Rather than repressing and denying emotionality, Micciche demands that we acknowledge its constitutive role in our professional and pedagogical lives as well as in our evolving understandings of textual and extralinguistic meanings.

Writing teaching

Author: Paul Kameen
Publisher: University of Pittsburgh Pre
ISBN: 9780822972105
Format: PDF, ePub, Mobi
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"Kay Boyle, who has published more than 30 books in a rich career that stretches back to Paris in the 20's, gives her final performance at the Los Angeles Theatre Center and is interviewed by Sean Wong"--Container.

Connections Between Neuroscience Rhetoric and Writing

Author: Edward J. Comstock
Publisher: Routledge
ISBN: 1351813838
Format: PDF, ePub, Mobi
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This book argues that contemporary neuroscience compliments, extends, and challenges recent and influential posthuman and new materialist accounts of the relations between rhetoric, affect, and writing pedagogy. Drawing on cutting-edge neuro-philosophy, Comstock re-thinks both historical and current relations between writing and power around questions of affect, attention, and plasticity. In considering the uses and limits of exciting new findings from the neurobiology, this volume both theorizes and offers pedagogical strategies for teaching writing in a digital age characterized by the erosion of wonder and pervasive disaffection. Ultimately, in response to recent critiques transcendental reason and subjectivity, and related calls for the increased inclusion of multi-modal and digital writing and rhetoric, Comstock argues for an embodied pedagogy that values the substantial relations between writing and pedagogical care.

Chinese Rhetoric and Writing

Author: Andy Kirkpatrick
Publisher: Parlor Press
ISBN: 9781602353008
Format: PDF, Kindle
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The authors offer a response to the argument that Chinese students' academic writing in English is influenced by "culturally nuanced rhetorical baggage that is uniquely Chinese and hard to eradicate." They point out that the rapid growth in the use of English worldwide calls for "a radical reassessment of what English is in today's world."

Rhetorical traditions and the teaching of writing

Author: C. H. Knoblauch
Publisher: Boynton/Cook Pub
ISBN:
Format: PDF
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The argument of this book is that the earliest tradition of Western rhetoric, the classical perspective of Aristotle and Cicero, continues to have the greatest impact on writing instruction--albeit an unconscious impact. This occurs despite the fact that modern rhetoric no longer accepts either the views of mind, language, and world underlying ancient theory or the concepts about discourse, knowledge, and communication presented in that theory. As a result, teachers are depending on ideas as outmoded as they are unreflectively accepted. Knoblauch and Brannon maintain that the two traditions are fundamentally incompatible in their assumptions and concepts, so that writing teachers must make choices between them if their teaching is to be purposeful and consistent. They suggest that the modern tradition offers a richer basis for instruction, and they show what teaching from that perspective looks like and how it differs from traditional teaching.

Something Old Something New

Author: Wendy Bishop
Publisher: SIU Press
ISBN: 0809316013
Format: PDF, Mobi
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How do college writing teachers learn new ways to teach? Most current composition research focuses almost exclusively on student writers, ignoring the role the teacher plays in classroom development. Here is the first book to focus on college writing teachers and the ways in which they are affected by graduate rhetoric pedagogy courses. Wendy Bishop observed teachers enrolled in a doctoral seminar, titled "Teaching Basic Writing," and then conducted case studies of five of those teachers in their college writing classrooms to investigate how their teaching practices changed and how their previous professional and personal histories influenced their ability to make those changes.