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Teaching Academic Literacy : The Uses of Teacher-Research in Developing a Writing Program by Stephen L. Fox (1999, Uk-B Format Paperback)
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About this product
Product Identifiers
PublisherRoutledge
ISBN-100805828036
ISBN-139780805828030
eBay Product ID (ePID)272934
Product Key Features
Number of Pages248 Pages
LanguageEnglish
Publication NameTeaching Academic Literacy : the Uses of Teacher-Research in Developing a Writing Program
SubjectCommunication Studies, Media Studies, Rhetoric, Counseling / Academic Development, Literacy
Publication Year1999
TypeTextbook
Subject AreaLanguage Arts & Disciplines, Social Science, Education
AuthorStephen L. Fox
FormatUk-B Format Paperback
Dimensions
Item Height0.6 in
Item Weight14.4 Oz
Item Length9 in
Item Width7 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN98-037046
Dewey Edition21
IllustratedYes
Dewey Decimal808/.042/070775
Table Of ContentContents: B. Walvoord, Foreword. L. Flower, Preface. S.L. Fox, S. Greene, K.L. Weese, Introduction: The Value of the University of Wisconsin-Madison's First-Year Writing Curriculum. Part I: The Wisconsin Program. K.L. Weese, Learning From Students: An Approach to Teaching Beginning College Writers. S.L. Fox, Inviting Students to Join the Literacy Conversation: Toward a Collaborative Pedagogy for Academic Literacy. K.L. Weese, "Only Connect": Sequencing Assignments in the Beginning Writing Class. Part II: Classroom Research Studies. N. Preus, The Legacy of Schooling: Secondary School Composition and the Beginning College Writer. S. Greene, How Beginning Writing Students Interpret the Task of Writing an Academic Argument. M.C. Paretti, Intertextuality, Genre, and Beginning Writers: Mining Your Own Texts. J. French, The Dialogic Writing Conference: Negotiating and Predicting the Role of Author. S. Greene, E. Smith, Teaching Talk About Writing: Student Conflict in Acquiring a New Discourse of Authorship Through Collaborative Planning. D. Bartholomae, The Study of Error. D. Brandt, Afterword: A Nation of Authors. Appendices: Major Assignments Used in the UW-Madison Literacy Course. Prewriting Exercises and Writing Assignments to Aid Students in Composing the Formal Papers. Suggested Readings.
SynopsisThis volume illustrates the success of the University of Wisconsin writing program in educating teachers of writing. Scholars and educators involved in all aspects of writing will find this work valuable., Teaching Academic Literacy provides a unique outlook on a first-year writing program's evolution by bringing together a group of related essays that analyze, from various angles, how theoretical concepts about writing actually operate in real students' writing. Based on the beginning writing program developed at the University of Wisconsin-Madison, a course that asks students to consider what it means to be a literate member of a community, the essays in the collection explore how students become (and what impedes their progress in becoming) authorities in writing situations. Key features of this volume include: * demonstrations of how research into specific teaching problems (e.g., the problem of authority in beginning writers' work) can be conducted by examining student work through a variety of lenses such as task interpretation, collaboration, and conference, so that instructors can understand what factors influence students, and can then use what they have learned to reshape their teaching practices; * adaptability of theory and research to develop a course that engages basic writers with challenging ideas; * a model of how a large writing program can be administered, particularly in regards to the integration of research and curriculum development; and * integration of literary and composition theories.
LC Classification NumberPE1404.T368 1999
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