Introduction CONTENTS INTRODUCTION...................................... xv ACKNOWLEDGMENTS................................ xxxiii 1 Contexts for Teaching Writing...................... 1 The Departmental Perspective Roger Gilles.......................................... 2 Composition, Community, and Curriculum: A Letter to New Composition Teachers Geoffrey Chase....................................... 11 A Supervisor s Perspective David Franke........................................ 17 A Cultural Perspective: Teaching Composition at a Historically Black University Teresa M. Redd...................................... 21 An Experienced TA s Reflections on the TA Experience Judy Collins......................................... 34 Writing and Learning to Write: A Modest Bit of History and Theory for Writing Students Douglas D. Hesse..................................... 38 The Importance of Framing the Writing Classroom as a Space of Public Discourse Michael Stancliff...................................... 44 Black people tend to talk eubonics : Race and Curricular Diversity in Higher Education Austin Jackson and Geneva Smitherman................... 46 Rhetorical Situations and Assignment Sheets David Sudol......................................... 51 Meeting of Narratives, Meeting of Minds: WPAs, TAs, and Transferring Independence Rachelle M. Smith and Douglas Downs.................... 53 vii
Students as Audience Ruth Overman Fischer................................. 62 Memo from a Provost Elaine P. Maimon..................................... 65 2 Seeing the Forest and the Trees of Curriculum......... 68 Teaching in an Idealized Outcomes-Based First-Year Writing Program Irvin Peckham........................................ 69 Constructing Bridges between High School and College Writing Marguerite Helmers................................... 89 Teaching Writing as a Process Davida Charney...................................... 92 3 Constructing Syllabus Materials.................... 97 On Syllabi Victor Villanueva..................................... 98 Departmental Syllabus: Experience in Writing Gregory Clark...................................... 102 An Honors Course in First-Year Composition: Classical Rhetoric and Contemporary Writing Marvin Diogenes.................................... 114 4 Constructing Effective Writing Assignments.......... 133 Sequencing Writing Projects in Any Composition Class Penn State University Composition Program Handbook....... 134 Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation Bonnie Lenore Kyburz................................ 137 Deliberative Writing Graduate Teaching Assistant Handbook, Michigan Technological University............................... 143 Rhetorical Analysis: Terms of Contention Andy Crockett...................................... 145 Assignment Prompt Edward A. Kearns................................... 150 Profile Assignment Sarah T. Duerden, Jeanne Garland, and Christine Everhart Helfers..................................... 152 viii
Picture Exchange: Sharing Images and Ideas in First-Year Composition Donna Reiss........................................ 164 Reflecting on Journal Writing Lisa Ede........................................... 167 Role-Playing as a Writing-to-Learn Activity Mary M. Salibrici.................................... 171 Writing-to-Learn Prompts Edith M. Baker...................................... 176 5 Guiding Students to Construct Reflective Portfolios.... 181 A Writing Portfolio Assignment Phyllis Mentzell Ryder................................ 182 Portfolio Requirements for Writing and Discourse C. Beth Burch....................................... 186 The Importance of Student Portfolio Presentations in Composition Courses Lisa Cahill......................................... 189 Group Portfolio Presentations Rochelle Rodrigo Blanchard, Amy D Antonio, and Lisa Cahill......................................... 195 6 Strategies for Course Management................. 203 Fostering Classroom Civility Lynn Langer Meeks, Joyce Kinkead, Keith VanBezooyen, and Erin Edwards.................................... 204 Course Management Guidelines Rebecca Moore Howard............................... 212 Facilitating Class Discussion Margaret M. Lyday.................................. 216 A Structure for a Successful Class Session David A. Jolliffe..................................... 219 A Strategy for Student-Led Writing and Discussion Julie Robinson...................................... 220 Strategies for Discouraging Plagiarism Deirdre Mahoney.................................... 224 Working with Groups Michigan Technological University Web Page............... 226 ix
Discussing Time Commitments with Students Deirdre Mahoney.................................... 228 7 Teaching Invention............................. 230 Teaching Invention Sharon Crowley..................................... 231 Invention Activity Theresa Enos....................................... 234 Invention as a Strategy of Revision Roberta A. Binkley................................... 236 A Model for Invention David Sudol........................................ 240 To Whom It Might Actually Concern: Letter Writing as Invention in First-Year Composition Lenore L. Brady..................................... 249 Invention Activity Late in the Writing Process Vicky Campo....................................... 252 Writing Exercise Connections Susan J. Allspaw..................................... 262 Exploring Topics: Rationale for a Class Exercise Michael Stancliff..................................... 267 Teaching Organization : Transition Moments, Cueing Systems, and Modes of Coherence Michael Murphy..................................... 269 8 Orchestrating Peer-Response Activities.............. 289 Approaches to Productive Peer Review Fiona Paton........................................ 290 Reflection on Peer-Review Practices Lisa Cahill......................................... 301 Using Group Conferences to Respond to Essays in Progress Susan K. Miller...................................... 307 A Possible Sequence of Peer-Group Responses to a Student s Emerging Text Autobiographical Essay Duane Roen........................................ 318 x
9 Responding to In-Process Work to Promote Revision... 325 Less Is More in Response to Student Writing Clyde Moneyhun.................................... 326 One Dimension of Response to Student Writing: How Students Construct Their Critics Carol Rutz......................................... 329 Another Kind of Teacher-Student Talk: Conversational Responding and Revising Seth L. Kahn........................................ 338 Guidelines for Responding to Student Writing Richard Straub...................................... 355 Why Student Conferences Are Important Michael Stancliff..................................... 366 Expanding the Uses of Writing Centers Jasna R. Shannon.................................... 367 Writing Center Consultations Rebecca L. Jackson................................... 372 10 Responding to and Evaluating Polished Writing....... 386 Developing Rubrics for Instruction and Evaluation Chris M. Anson and Deanna P. Dannels................... 387 What Makes Writing Good?/What Makes a Good Writer? Ruth Overman Fischer................................ 401 Contexts and Criteria for Evaluating Student Writing Jane E. Hindman.................................... 404 Portfolio Standards for English 101 Douglas D. Hesse.................................... 422 Handling the Confrontative Conference Ruth Overman Fischer................................ 432 Establishing Weighted Criteria for Evaluating Writing Karen Vaught-Alexander.............................. 435 11 Teaching Writing with Technology................. 437 Overviews and Impressions of Teaching with Technology... 438 Overcoming the Unknown Adelheid Thieme..................................... 438 xi
Asynchronous Online Teaching Donald Wolff....................................... 440 Suggestions for the Computer-Mediated Classroom........ 453 Class Peer Review in a Computer-Mediated Classroom: Using Classroom Projection Capabilities and E-mail Messages Laura L. Bush....................................... 453 Web Page Place Assignment and Analysis Assignment Patricia R. Webb-Peterson............................. 458 Using the Web to Enhance Students Critical Literacy Skills Sibylle Gruber....................................... 464 Working in an Electronic Classroom Julia V. Gousseva.................................... 470 Teaching Composition with International Students in an Electronic Classroom Viktorija Todorovska................................. 479 Approaches to Using Computer Technology When You Don t Teach in an Electronic Classroom Timothy D. Ray..................................... 482 12 Constructing a Teaching Portfolio.................. 494 Teaching-Portfolio Potential and Concerns: A Brief Review Camille Newton..................................... 495 Thinking about Your Teaching Portfolio C. Beth Burch....................................... 501 A Philosophy of Teaching: Backseat Driving Renee T. Thomas.................................... 505 Statement of Teaching Philosophy Amy D Antonio..................................... 508 Reflection on Teaching Neil A. Waldrop..................................... 511 Statement of Teaching Philosophy Jennifer A. Miller.................................... 513 Teaching Philosophy Laura L. Nutten..................................... 515 xii
13 Teaching Matters of Grammar, Usage, and Style....... 522 A Cautionary Introduction Keith Rhodes....................................... 523 And the Question Is This What Lessons Can We, as Writers, Take from This Reading for Our Own Writing? Elizabeth Hodges.................................... 527 Empowering Sentences Nicholas J. Karolides................................. 536 Teaching Style Karen Vaught-Alexander.............................. 546 Parallel Structures Emily Golson....................................... 550 Sector Analysis Patricia Licklider.................................... 559 Encouraging Editing Edward A. Kearns................................... 566 14 Teaching Research Skills......................... 569 First-Year Composition as an Introduction to Academic Discourse M. J. Braun and Sarah Prineas.......................... 570 Teaching Research Skills in the First-Year Composition Class Mark Gellis........................................ 583 Situating Research: Writing Research Proposals in First-Year Composition Joyce A. Simutis..................................... 600 An Assignment for Encouraging Research Jeanne Gunner...................................... 609 Citing Ourselves: Students as Specialists and Scholars Donna Reiss........................................ 611 INDEX........................................... 613 EDITORS......................................... 625 xiii