|aStrategies for teaching first-year composition /|cedited by Duane Roen ... [et al.].
|aUrbana, Ill. :|bNational Council of Teachers of English,|cc2002.
|axxxiv, 626 p. ;|c23 cm.
|aIncludes bibliographical references and index.
|tContexts for teaching writing.|tThe departmental perspective /|rRoger Gilles --|tComposition, community, and curriculum : a letter to new composition teachers /|rGeoffrey Chase --|tA supervisor's perspective /|rDavid Franke --|tA cultural perspective : teaching composition at a historically Black university /|rTeresa M. Redd --|tAn experienced TA's reflections on the TA experience /|rJudy Collins --|tWriting and learning to write : a modest bit of history and theory for writing students /|rDouglas D. Hesse --|tThe importance of framing the writing classroom as a space of public discourse /|rMichael Stancliff --|t"Black people tend to talk eubonics" : race and curricular diversity in higher education /|rAustin Jackson,|rGeneva Smitherman --|tRhetorical situations and assignment sheets /|rDavid Sudol --|tMeeting of narratives, meeting of minds : WPA's, TA's and transferring independence /|rRachelle M. Smith,|rDouglas Downs --|tStudents as audience /|rRuth Overman Fischer --|tMemo from a provost /|rElaine P. Maimon --|tSeeing the forest and the trees of curriculum.|tTeaching in an idealized outcomes-based first-year writing program /|rIrvin Peckham --|tConstructing bridges between high school and college writing /|rMarguerite Helmers --|tTeaching writing as a process /|rDavida Charney --|tConstructing syllabus materials.|tOn syllabi /|rVictor Villanueva --|tDepartmental syllabus : experience in writing /|rGregory Clark --|tAn honors course in first-year composition : classical rhetoric and contemporary writing /|rMarvin Diogenes --|tConstructing effective writing assignments.|tSequencing writing projects in any composition class /|rPenn State University Composition Program Handbook --|tAutobiography : the rhetorical efficacy of self-reflection/articulation /|rBonnie Lenore Kyburz --|tDeliberative writing /|rGraduate Teaching Assistant Handbook, Michigan Technological University --|tRhetorical analysis : terms of contention /|rAndy Crockett --|tAssignment prompt /|rEdward A. Kearns --|tProfile assignment /|rSarah T. Duerden, Jeanne Garland, Christine Everhart Helfers --|tPicture exchange : sharing images and ideas in first-year composition /|rDonna Reiss --|tReflections on journal writing /|rLisa Ede --|tRole-playing as a writing-to-learn activity /|rMary M. Salibrici --|tWriting-to-learn prompts /|rEdith M. Baker --|tGuiding students to construct reflective portfolios.|tA writing portfolio assignment /|rPhyllis Mentzell Ryder --|tPortfolio requirements for writing and discourse /|rC. Beth Burch --|tThe importance of student portfolio presentations in composition courses /|rLisa Cahill --|tGroup portfolio presentations /|rRochell Rodrigo Blanchard, Amy D'Antonio, Lisa Cahill --|tStrategies for course management.|tFostering classroom civility /|rLynn Langer Meeks, [et al.] --|tCourse management guidelines /|rRebecca Moore Howard --|tFacilitating class discussion /|rMargaret M. Lyday --|tA structure for a successful class session /|rDavid A. Jolliffe --|tA strategy for student-led writing and discussion /|rJulie
|aContexts for teaching writing -- Seeing the forest and the trees of curriculum -- Constructing syllabus materials -- Constructing effective writing assignments -- Guiding students to construct reflective portfolios -- Strategies for course management -- Teaching invention -- Orchestrating peer-response activities -- Responding to in-process work to promote revision -- Responding to and evaluating polished writing -- Teaching writing with technology -- Constructing a teaching portfolio -- Teaching matters of grammar, usage, and style -- Teaching research skills.
|aEnglish language|xRhetoric|xStudy and teaching|zUnited States.