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In Our Own Voice: Graduate Students Teach Writing - Paperback - GOOD
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N.º de artículo de eBay:257035312187
Última actualización el 28 jul 2025 20:31:45 H.EspVer todas las actualizacionesVer todas las actualizaciones
Características del artículo
- Estado
- Brand
- Unbranded
- Book Title
- In Our Own Voice: Graduate Students Teach Writing
- MPN
- Does not apply
- ISBN
- 9780205306961
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Product Identifiers
Publisher
Longman Publishing Group
ISBN-10
0205306969
ISBN-13
9780205306961
eBay Product ID (ePID)
902700
Product Key Features
Number of Pages
290 Pages
Language
English
Publication Name
In Our Own Voice : Graduate Students Teach Writing
Subject
Study & Teaching, Composition & Creative Writing
Publication Year
1999
Type
Textbook
Subject Area
Language Arts & Disciplines
Format
Trade Paperback
Dimensions
Item Height
0.2 in
Item Weight
14.6 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
College Audience
LCCN
99-032224
Dewey Edition
21
Dewey Decimal
808/.042/07
Table Of Content
Tina Good and Leanne Warshauer, Introduction. Acknowledgements. 1.Graduate Students Teach Writing. Brian K. Bly, Uneasy Transitions: The Graduate Teaching Assistant in the Composition Program. Patrick J. Bettencourt, Voicing Experience. Stacia Dunn Neeley, Only Connect : Graduate Instructors Choosing the Margin. 2.Politicizing the Composition Classroom. Matt Herman, Participatory Pedagogy. William DeGenaro, Challenging Ideas, Stories, and Rhetorics: Film and Politics in a Working-Class Basic Writing Classroom. Tera L. Martin, Lessons from the Writing of AIDS: Teaching Writing and Teaching AIDS in a College Composition Class. 3.Creating a Safe Place. David Thomas Sumner, Starting the Conversation: The Importance of a Rhetoric of Assent When Teaching Argument. Mary R. Boland, Teaching That Language Matters. Tobi Jacobi, Speaking the Language: Written Dialogue in the Composition Classroom. 4.What About Authority? Leanne B. Warshauer, Collaboration as a Process: Reinforcing the Workshop. Carole Deletiner, Negotiating the Negotiated Curriculum. Barbara Geiger and Kristian Rickard, Relinquishing Authority: Tapping into Students' Cognitive Skills through Familiar Content and Virtual Worlds. Jennifer Meta Robinson, A Question of Authority: Dealing with Disruptive Students. 5.Asserting Non-Native Authority. Carmen Faymonville, Against the Paradigm of the Native Writer: Non-Native Strategies in the Teaching of Writing. Celestine Woo, The Elusive Asian-American Self: Authority in the Intercultural Classroom. Dan Ding, Another Multicultural Classroom: Non-Native Teachers of Native Students. 6.In Their Own Voice. Alison Pruitt, Taking It Personally: Academic Discourse and Writing Personal Experience. Tina Good and Leanne Warshauer, Feminine Reasoning and the First-Year Composition Class. Daniel J. Weinstein, Polyvocal Freewriting: Inviting a Multivalued Orientation through Spontaneous Writing. 7.From Research to the Classroom. Laurie L. Bower, Falling into a Motivational Style of Teaching. Andrew R. Cline, Reconsidering the Textbook in the First-Year Composition Class. Scott Diesenhaus and Jason Leary, More Fun with Electroshock Therapy: Keeping Students Alive in English 101. 8.Responding to Student Papers. Elizabeth Birmingham, Gender Differences in Grading Styles and TA Response to Student Papers. Robert E. Cummings, Student-Teacher Conferencing and the Graduate Instructor: Searching for Balance and Style in Conferencing Pedagogy. Tina LaVonne Good, Individual Student Conferences and Community Workshops: Is There a Conflict? 9.Rethinking Mechanics. Sonja Launspach and Martha Wetterhall Thomas, Beyond Grammar: Linguistics in the Composition Classroom. Juli Parrish, Students on the Verge of a Quotation Breakdown: Reading and Teaching Structures of Articulation. Sean McDowell, To Grammar or Not to Grammar: The Question and an Answer. 10.Grading. J.K. Dennis, Jayme Long, and Eva Roa White, Easing the Pain of Grading: Holistic Grading and the Use of Portfolios in Writing Instruction. Bill Wandless, The Scarlet Letters: Toward a More Reflective Method of Grading Process Writing.
Synopsis
Acknowledging that many composition courses are taught by graduate students,In Our Own Voiceoffers a selection of articles about teaching first year writing by graduate students. By reading a variety of perspectives about the realities and experiences of teaching writing, graduate students become better prepared for the composition classroom.The collection attempts to strike a balance between the theoretical and practical issues composition teachers face, and functions as a resource for pedagogical theories and practical ideas while at the same time problematizing traditional and currently held beliefs and definitions. The essays are arranged according to topic and attempt to speak to each other, while acknowledging that there is no right or wrong method when it comes to teaching.For anyone interested in the teaching of writing., Acknowledging that many composition courses are taught by graduate students,In Our Own Voice offers a selection of articles about teaching first year writing by graduate students. By reading a variety of perspectives about the realities and experiences of teaching writing, graduate students become better prepared for the composition classroom. The collection attempts to strike a balance between the theoretical and practical issues composition teachers face, and functions as a resource for pedagogical theories and practical ideas while at the same time problematizing traditional and currently held beliefs and definitions. The essays are arranged according to topic and attempt to speak to each other, while acknowledging that there is no right or wrong method when it comes to teaching. For anyone interested in the teaching of writing., Acknowledging that many composition courses are taught by graduate students, In Our Own Voice offers a selection of articles about teaching first year writing by graduate students. The collection attempts to strike a balance between the theoretical and practical issues composition teachers face, and functions as a resource for pedagogical theories and practical ideas while at the same time problematizing traditional and currently held beliefs and definitions. In every chapter, "Viewpoints" readings offer two or three diverse perspectives on controversial issues, and an "International Perspectives" essay provides a view on a contemporary issue from cultures outside the U.S. A gallery of fifteen print advertisements eight in full color is accompanied by critical thinking and writing apparatus.
LC Classification Number
PE1404.I38 1999
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