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Titel och upphov Writing-based teaching : essential practices and enduring questions
Utgivning, distribution etc. State University of New York Press, Albany, N.Y. : c2009
Utgivningsår
SAB klassifikationskod
Fysisk beskrivning
Anmärkning: Allmän Includes bibliographical references and index.
Term
ISBN 978-1-4384-2906-9 (pbk. : alk. paper)
Antal i kö:
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*300 $axiii, 186 p. ;$c24 cm.
*500 $aIncludes bibliographical references and index.
*599 $aImported from: z3950.fcla.edu:210/RF (Do not remove)
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*650 7$aSkrivprocessen$xpedagogiska aspekter$2sao
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Written by the team at Bard College's Institute for Writing and Thinking, this book is designed to provide practical guidance regarding the challenges and potential of writing-based teaching, and suggestions for how to adapt the practices to particular classroom situations. The contributors share candid, first-hand accounts of what it is like to make writing central to teaching in secondary schools and colleges. As teachers of literature, composition, poetry, mathematics, anthropology, and education, they offer philosophical and theoretical reflections, practical guidance, and personal stories about how to help students become better, more-fluent writers, close readers, and reflective thinkers. This book will be of interest to writing center directors, for what it says about how to do collaborative learning and revision and seeing writing as a way to build community, and to writing teachers for how it demystifies freewriting, focused freewriting, and dialectical notebooks.
Preface p. ix Acknowledgments p. xiii Introduction p. 1 A Case for Private Freewriting in the Classroom p. 7 Focused Freewriting: How to Do Things with Writing Prompts p. 25 Process Writing: Reflection and the Arts of Writing and Teaching p. 53 Odd Questions, Strange Texts, and Other People: Collaborative Learning, Play, and New Knowledge p. 71 Dialectical Notebooks p. 95 Radical Revision: Toward Demystifying the Labor of Writing p. 119 Learning Culture: Writing in Community p. 141 To Write and Think in the Community of School p. 163 Postscript Community and Collaboration: The Workshop in Language and Thinking and the Institute for Writing and Thinking at Bard College p. 169 List of Contributors p. 177 Index p. 181