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Writing to learn : strategies for assigning and responding to writing across the disciplines

Author: Mary Deane Sorcinelli; Peter Elbow
Publisher: San Francisco, Calif. : Jossey-Bass, ©1997.
Series: Jossey-Bass higher and adult education series.; New directions for teaching and learning, no. 69.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
"This volume of New Directions for Teaching and Learning traces the authors' move from a focus on disciplinary writing to a focus on students' learning. In these chapters, teachers of writing and teachers of other disciplines explore the use of different types of writing tasks - often called high stakes assignments and low stakes or writing to learn assignments. They see writing not only as improving students'  Read more...
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Mary Deane Sorcinelli; Peter Elbow
ISBN: 0787998591 9780787998592
OCLC Number: 36400779
Notes: "Spring 1997."
Description: 154 pages : illustrations ; 23 cm.
Contents: High stakes and low stakes in assigning and responding to writing / Peter Elbow. --
Writing back and forth: class letters / Toby Fulwiler. --
Mentoring, modeling, monitoring, motivating: response to students' ungraded writing as academic conversation / Art Young. --
Peer response to low stakes writing in a WAC literature classroom / M. Elizabeth Sargent. --
Student writing in philosophy: a sketch of five techniques / Stephen M. Fishman. --
Developing and responding to major writing projects / Anne J. Herrington. --Negotiating the margins: some principles for responding to our students' writing, some strategies for helping students read our comments / Elizabeth Hodges --
When less is more: principles for responding in the disciplines / Ronald F. Lunsford --
In our own voices: using recorded commentary to respond to writing / Chris M. Anson --
Responding to writing on-line / Gail E. Hawisher, Charles Moran. --
Grading student writing: making it simpler, fairer, clearer / Peter Elbow --
The role of faculty development programs in helping teachers to improve student learning through writing / Elizabeth Ann Caldwell, Mary Deane Sorcinelli.
Series Title: Jossey-Bass higher and adult education series.; New directions for teaching and learning, no. 69.
Responsibility: Mary Deane Sorcinelli, Peter Elbow, editors.

Abstract:

"This volume of New Directions for Teaching and Learning traces the authors' move from a focus on disciplinary writing to a focus on students' learning. In these chapters, teachers of writing and teachers of other disciplines explore the use of different types of writing tasks - often called high stakes assignments and low stakes or writing to learn assignments. They see writing not only as improving students' communicative abilities in their disciplines but also as helping students to learn. And once faculty begin to think about students as learners, the road to good teaching is discernible. Writing not only makes learning more visible, it makes teaching more visible and brings teachers' existing practices into the foreground. The result often is a movement toward more reflective, active, and collaborative teaching as well as learning."--Jacket.

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