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Collective wisdom : a sourcebook of lessons for writing teachers

Author: Sondra J Stang; Robert Edward Wiltenburg
Publisher: New York, NY : Random House, 1987.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
From the Preface: This collection of lessons and assignments reflects our conviction that good teaching should make the composition classroom a place of initiation as well as instruction, in which the teacher becomes the catalyst for a growing engagement with reading and writing, showing students not only how to read and write but also why they should care about the whole enterprise. In fulfilling this purpose, most  Read more...
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Genre/Form: Outlines and syllabi
Outlines, syllabi, etc
Document Type: Book
All Authors / Contributors: Sondra J Stang; Robert Edward Wiltenburg
ISBN: 0394354516 9780394354514
OCLC Number: 16404629
Notes: Includes index.
Description: xiii, 365 pages ; 24 cm
Contents: Preface --
First Principles: --
Power of language: liberation through literacy / Lucinda H MacKethan --
Why write / Robert Wiltenburg --
Writing and working: the common denominator / Judith Goleman --
Themes off the top of your head / Sheridan Baker --
Thinking critically: finding the right word, defining the right subject / Sondra J Stang --
Real sentences and then the other kind / Linda Flowers --
Sentence-level assignments in an essay context: a lesson in subordinate clauses / Nathaniel Strout --
Everything you always wanted to know about grammar-including what you already know (but don't know you know) / Jacqueline Berke --
What students can learn from a single paragraph / Dorothy M Doyle --
When clear is not clear / Janice Carlisle --
Teaching students to revise / Reta A Madsen --
What your English teacher wants / David Sonstroem --
Students write their own writing textbook / Peter G Beidler --
Questioning authority: rules that are made to be broken / Samudra Haddad --
Dispelling myths about the writing process / Leonard A Podis --
COPIA: personal description / Steven Justice --
Local habitation and a name: specific detail in definition and description / Judiana Lawrence --
Lesson in organization / Elray L Pedersen --
How do you? Show me / Tracy S Flood --
Theme and variations: the concept of audience / George D Gopen --
Writer's character is always artificial / Richard A Filloy --
Capital I: the joys of egocentricity / Frederick K Lang --
Transformations: Observation To Essay: --
Perceiving and writing / Phyllis R Randall --
Describing natural motion: the art of the verb / Robert Chianese --
Good description begins at home / Robert Perrin --
Much in little: observing as an art / Edward Krickel --
Listening and writing: the "secret music" of talk / Laury Magnus --
Describing places for yourself and others / Roger Sale --
Defining an abstraction and rendering an experience / Janis Crowe --
Narration and description: rolling and stopping the camera / Mary Carnesi --
Personal and analytic essays: bridging the gap in two steps / Suzanne Graver --
On the road to Wigan Pier: from journal to essay / Jefferson Hunter --
Critical Reading: --
Who is speaking and to whom? / Tia Greenfield --
Story: perspective and purpose in narrating / John Trimbur --
Writing a critical essay together: the connection between thinking and writing / Raymond F Hilliard --
Redefining "research": becoming a better reader / John Tyree Fain --
Definished poetry in the composition classroom / Mary Brown --
Acts of choice in writing: Ben Jonson's "On My First Son" / William E Cain --
Sweeping away preconceptions / William Chapman Sharpe --
Children of Pride: deducing character from family letters / Carolyn P Collette --
Vote for me: winning votes with style / Linda Driskill --
Periodical room as a source for reading and writing: analyzing magazines / U T Summers --
Lesson in logic: advertising fallacies / Linda Flowers --
Looking skeptically at the funnies / David Rosenwasser --
Style and the man: using imitation to teach writing / Michael Robertson --
Teaching humorous writing / Linda Peterson and Fred Strebeigh. Argument: --
Casebook writing assignments for students-and by them / Chris M Anson --
Writing about reading: responding to a text / Nicholas Coles --
Finding a workable argument / Jeanne Fahnestock and Marie Secor --
Examining assumptions / Annette Rottenberg --
Constructing an argument together / Bruce Harvey --
Judging judgments about judgments / Diana Postlethwaite --
Engaging students in reason: an argumentative text and its context / Bradley Hughes --
Caveat lector, or how to spot hidden persuasion / Steven Wright --
Signs of the times: reading ads and re-viewing the common world / Diane Eisenberg --
Trials without tribulations: the composition class as court for a short run / Andrew Kaufman --
Arguing an obscenity case / Tori Haring-Smith --
Opening Out: --
Definitions and assumptions in the teaching of writing / Charles Kay Smith --
Introduction as "contract" / Willis A Salomon --
Beginning and ending / Miriam Munson --
Figuring out / Joseph F Loewenstein --
Analogy, metaphor, and etymology in thinking / Michael West --
Balanced style: the double rewrite method / Thomas Carnicelli --
Freedom through form: a prose sestina / Robert Beum --
Giving students a personal stake in research / Carol Booth Olson --
Summarizing and the conventions of the research paper / Russell Tabbert --
Understanding words: meanings across disciplines, meanings across time / William Geiger and Ann Farmer --
Scientific writing and writing about scientific subjects / Gail Goldberg --
Spoken words and writing: review of a lecture / Marie McAllister --
Popular music: the meaning behind that melody / Stuart Lee Brown --
Correcting grammatical errors beyond the composition course / Michael West --
Appendix --
Index.
Other Titles: Sourcebook of lessons for writing teachers
Responsibility: [edited by] Sondra J. Stang and Robert Wiltenburg.

Abstract:

From the Preface: This collection of lessons and assignments reflects our conviction that good teaching should make the composition classroom a place of initiation as well as instruction, in which the teacher becomes the catalyst for a growing engagement with reading and writing, showing students not only how to read and write but also why they should care about the whole enterprise. In fulfilling this purpose, most teachers act as practitioners, not theorists or researchers, and are habitually, incorrigibly, and (in our view) appropriately, eclectic in their methods. No theory can be adequate to all situations; what most teachers want to know is, "What works?" The enthusiasm and generosity with which teachers all over the country have responded to out invitation to submit their best lessons and assignments indicates that this need is widely felt, and we hope the collection will be of service not only to new teachers but also to experienced teachers who wish to keep their teaching fresh and effective. In choosing the lessons we have welcomed widely different styles and strategies in teaching, since we feel that good teaching in composition is necessarily more diverse (and probably more difficult) than in almost any other subject, and that it grows out of a teacher's own instincts and experience. Thus we endorse no single method or vocabulary but have tried to represent a range of temperaments, approaches, teaching levels, student bodies, and institutions. We think that teachers of many kinds will find here material for inspiration, instruction, or emulation.

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