Synopsis
This critically acclaimed text surveys the major research, theories, and methodologies of teaching writing and examines the effectiveness of this material based on empirical studies.
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Présentation de l'éditeur
Preparing to Teach Writing: Research, Theory, and Practice, Third Edition is a comprehensive survey of theories, research, and methods associated with teaching composition successfully. The primary goal is to provide practicing and prospective teachers with the knowledge they need to be effective teachers of writing and to prepare them for the many challenges they will face in the classroom.
Overall, the third edition of Preparing to Teach Writing is clearer and more comprehensive than the previous editions. It combines the best of the old with new information and features. The discussions and references to foundational studies that helped define the field of rhetoric and composition are preserved in this edition. Also preserved is most of the pedagogical apparatus that characterized the first two editions; research and theory are examined with the aim of informing teaching.
New in the Third Edition:
*a more thorough discussion of the history of rhetoric, from its earliest days in ancient Greece to the first American composition courses offered at Harvard University in 1874; *a major revision of the examination of major approaches to teaching writing--current-traditional rhetoric, new rhetoric, romantic rhetoric, writing across the curriculum, social-theoretic rhetoric, postmodern rhetoric, and post-postmodern rhetoric--considering their strengths and weaknesses;
*an extension of the discussion of strengths and weaknesses of major approaches to its logical conclusion--Williams advocates an epistemic approach to writing instruction that demonstrably leads to improved writing instruction when implemented effectively;
*a more detailed account of the phonics--whole language debate that continues to puzzle many teachers and parents;
*a new focus on why grammar instruction alone does not lead to better writing, the difference between grammar and usage, and how to teach grammar and usage effectively;
*an expanded section on Chicano English that now includes a discussion of Spanglish;
*more information on outcome objectives; the Council of Writing Program Administrators' statement of learning outcomes for first-year composition courses has been included to help high school teachers better understand how to prepare high school students for college writing, and to help those in graduate programs prepare for teaching assistantships in first-year composition courses; and
*a more comprehensive analysis of assessment that considers such important factors as the validity, reliability, predictability, cost, fairness, and politics of assessment and the effects on teaching of state-mandated testing, and also provides an expanded section on portfolios.
Présentation de l'éditeur
This text is a comprehensive survey of theories, research, and methods associated with teaching composition successfully. It begins with a discussion of the historical factors that have shaped today's composition instruction, by tracing the development of rhetoric from ancient Greece through contemporary strands defined by modernism, romanticism, and postmodernism. This is followed by chapters on models for teacher writing; the classroom as a writing workshop; the role that reading plays in effective writing; style; English as a second language and nonstandard English; the psychology of writing; writing assignments and assessing writing as the most important factors in evaluation--including a step-by-step guide to implementing holistic and portfolio assessment. Relevant for composition teachers at all levels, this text is particularly useful for preservice and in-service English and language arts teachers at the middle and secondary levels.
Other features include:
* thorough discussions of English as a second language and nonstandard English--topics that are increasingly vital to effective teaching;
* insightful treatment of Black English Vernacular (Ebonics);
* consideration of the psychology of writing in light of the current emphasis on critical thinking skills in our schools;
* examination of the validity of the critical thinking focus of instruction used in many classrooms; and
* useful pedagogical aids--including chapter overviews; prompts for journal entries to give students opportunities to reflect on the material and how it relates to their own experiences; sample assignments; sample student papers; study questions and activities at the end of each chapter that provide opportunities to apply the key ideas.
New in the Second Edition
This popular text has been fully revised and updated throughout; the chapters on reading and writing, psychology and language, and ESL and nonmainstream students are almost completely new, reflecting major changes in these areas since the first edition was published. The revised edition is more open-ended, allowing readers to strike out more on their own after seeing what the various experts have to say. Unlike other texts in this area, this book includes lengthy discussions of English as a second language and nonstandard English--topics that are increasingly vital to effective teaching.
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