Strategies for Teaching First-Year Composition Book

	Introduction	xv
	Acknowledgments	xxxiii
1	Contexts for Teaching Writing	1
	The Departmental Perspective	2
	Composition, Community, and Curriculum: A Letter to New Composition Teachers	11
	A Supervisor's Perspective	17
	A Cultural Perspective: Teaching Composition at a Historically Black University	21
	An Experienced TA's Reflections on the TA Experience	34
	Writing and Learning to Write: A Modest Bit of History and Theory for Writing Students	38
	The Importance of Framing the Writing Classroom as a Space of Public Discourse	44
	"Black people tend to talk eubonics": Race and Curricular Diversity in Higher Education	46
	Rhetorical Situations and Assignment Sheets	51
	Meeting of Narratives, Meeting of Minds: WPAs, TAs, and Transferring Independence	53
	Students as Audience	62
	Memo from a Provost	65
2	Seeing the Forest and the Trees of Curriculum	68
	Teaching in an Idealized Outcomes-Based First-Year Writing Program	69
	Constructing Bridges between High School and College Writing	89
	Teaching Writing as a Process	92
3	Constructing Syllabus Materials	97
	On Syllabi	98
	Departmental Syllabus: Experience in Writing	102
	An Honors Course in First-Year Composition: Classical Rhetoric and Contemporary Writing	114
4	Constructing Effective Writing Assignments	133
	Sequencing Writing Projects in Any Composition Class	134
	Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation	137
	Deliberative Writing	143
	Rhetorical Analysis: Terms of Contention	145
	Assignment Prompt	150
	Profile Assignment	152
	Picture Exchange: Sharing Images and Ideas in First-Year Composition	164
	Reflecting on Journal Writing	167
	Role-Playing as a Writing-to-Learn Activity	171
	Writing-to-Learn Prompts	176
5	Guiding Students to Construct Reflective Portfolios	181
	A Writing Portfolio Assignment	182
	Portfolio Requirements for Writing and Discourse	186
	The Importance of Student Portfolio Presentations in Composition Courses	189
	Group Portfolio Presentations	195
6	Strategies for Course Management	203
	Fostering Classroom Civility	204
	Course Management Guidelines	212
	Facilitating Class Discussion	216
	A Structure for a Successful Class Session	219
	A Strategy for Student-Led Writing and Discussion	220
	Strategies for Discouraging Plagiarism	224
	Working with Groups	226
	Discussing Time Commitments with Students	228
7	Teaching Invention	230
	Teaching Invention	231
	Invention Activity	234
	Invention as a Strategy of Revision	236
	A Model for Invention	240
	To Whom It Might Actually Concern: Letter Writing as Invention in First-Year Composition	249
	Invention Activity Late in the Writing Process	252
	Writing Exercise--Connections	262
	Exploring Topics: Rationale for a Class Exercise	267
	Teaching "Organization": Transition Moments, Cueing Systems, and Modes of Coherence	269
8	Orchestrating Peer-Response Activities	289
	Approaches to Productive Peer Review	290
	Reflection on Peer-Review Practices	301
	Using Group Conferences to Respond to Essays in Progress	307
	A Possible Sequence of Peer-Group Responses to a Student's Emerging Text--Autobiographical Essay	318
9	Responding to In-Process Work to Promote Revision	325
	Less Is More in Response to Student Writing	326
	One Dimension of Response to Student Writing: How Students Construct Their Critics	329
	Another Kind of Teacher-Student Talk: Conversational Responding and Revising	338
	Guidelines for Responding to Student Writing	355
	Why Student Conferences Are Important	366
	Expanding the Uses of Writing Centers	367
	Writing Center Consultations	372
10	Responding to and Evaluating Polished Writing	386
	Developing Rubrics for Instruction and Evaluation	387
	What Makes Writing "Good"?/What Makes a "Good" Writer?	401
	Contexts and Criteria for Evaluating Student Writing	404
	Portfolio Standards for English 101	422
	Handling the Confrontative Conference	432
	Establishing Weighted Criteria for Evaluating Writing	435
11	Teaching Writing with Technology	437
	Overviews and Impressions of Teaching with Technology	438
	Overcoming the Unknown	438
	Asynchronous Online Teaching	440
	Suggestions for the Computer-Mediated Classroom	453
	Class Peer Review in a Computer-Mediated
	Classroom: Using Classroom Projection Capabilities and E-mail Messages	453
	Web Page "Place" Assignment and Analysis Assignment	458
	Using the Web to Enhance Students' Critical Literacy Skills	464
	Working in an Electronic Classroom	470
	Teaching Composition with International Students in an Electronic Classroom	479
	Approaches to Using Computer Technology When You Don't Teach in an Electronic Classroom	482
12	Constructing a Teaching Portfolio	494
	Teaching-Portfolio Potential and Concerns: A Brief Review	495
	Thinking about Your Teaching Portfolio	501
	A Philosophy of Teaching: Backseat Driving	505
	Statement of Teaching Philosophy	508
	Reflection on Teaching	511
	Statement of Teaching Philosophy	513
	Teaching Philosophy	515
13	Teaching Matters of Grammar, Usage, and Style	522
	A Cautionary Introduction	523
	And the Question Is This--"What Lessons Can We, as Writers, Take from This Reading for Our Own Writing?"	527
	Empowering Sentences	536
	Teaching Style	546
	Parallel Structures	550
	Sector Analysis	559
	Encouraging Editing	566
14	Teaching Research Skills	569
	First-Year Composition as an Introduction to Academic Discourse	570
	Teaching Research Skills in the First-Year Composition Class	583
	Situating Research: Writing Research Proposals in First-Year Composition	600
	An Assignment for Encouraging Research	609
	Citing Ourselves: Students as Specialists and Scholars	611
	Index	613
	Editors	625