ERIC Number: ED525751
Record Type: Non-Journal
Publication Date: 2009-Nov
Reference Count: N/A
Writing-Based Teaching: Essential Practices and Enduring Questions
Vilardi, Teresa, Ed.; Chang, Mary, Ed.
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. Following a preface by Leon Botstein, and an introduction by Teresa Vilardi, contents of this book include: (1) A Case for Private Freewriting in the Classroom (Sharon Marshall); (2) Focused Freewriting: How to Do Things with Writing Prompts (Nicole B. Wallack); (3) Process Writing: Reflection and the Arts of Writing and Teaching (Alfred E. Guy Jr.); (4) Odd Questions, Strange Texts, and Other People: Collaborative Learning, Play, and New Knowledge (Alice Lesnick); (5) Dialectical Notebooks (Margaret Ranny Bledsoe); (6) Radical Revision: Toward Demystifying the Labor of Writing (Carley Moore); (7) Learning Culture: Writing in Community (Robert D. Whittemore); and (8) To Write and Think in the Community of School (Ray Peterson). "Community and Collaboration: The Workshop in Language and Thinking and the Institute for Writing and Thinking at Bard College," a postscript by Teresa Vilardi, is included. An index is also included.
Descriptors: Process Approach (Writing), Writing Instruction, Praxis, Classroom Environment, Adjustment (to Environment), Writing Teachers, Reflection, Guidance, Personal Narratives, Revision (Written Composition)
SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: firstname.lastname@example.org; Web site: http://www.sunypress.edu
Publication Type: Books; Collected Works - General
Education Level: Higher Education
Authoring Institution: N/A