Writing to learn : strategies for assigning and responding to writing across the disciplines
著者
書誌事項
Writing to learn : strategies for assigning and responding to writing across the disciplines
（New directions for teaching and learning, no. 69）（Jossey-Bass higher education series）
Jossey-Bass, c1997
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注記
Includes bibliographies and index
"Nr. 69, Spring 1997"
内容説明・目次
内容説明
This volume provides instructors who teach writing with an array of strategies and philosophies about the way writing is learned, both in the context of a discipline and as an independent skill. Focusing primarily on the best ways to give feedback about written work, the authors describe a host of alternatives that have a solid foundation in research. This is the 69th issue of the journal "New Directions for Teaching and Learning".
目次
1. High Stakes and Low Stakes in Assigning and Responding to Writing (Peter Elbow). 2. Writing Back and Forth: Class Letters (Toby Fulwiler). 3. Mentoring, Modeling, Monitoring, Motivating: Response to Students' Ungraded Writing as Academic Conversation (Art Young). 4. Peer Response to Low Stakes Writing in a WAC Literature Classroom (M. Elizabeth Sargent). 5. Student Writing in Philosophy: A Sketch of Five Techniques (Stephen M. Fishman). 6. Developing and Responding to Major Writing Projects (Anne J. Herrington). 7. Negotiating the Margins: Some Principles for Responding to Our Students' Writing, Some Strategies for Helping Students Read Our Comments (Elizabeth Hodges). 8. When Less is More: Principles for Responding in the Disciplines (Ronald F. Lunsford). 9. In Our Own Voices: Using Recorded Commentary to Respond to Writing (Chris M. Anson). 10. Responding to Writing On--Line (Gail E. Hawisher, Charles Moran). 11. Grading Student Writing: Making It Simpler, Fairer, Clearer (Peter Elbow). 12. The Role of Faculty Development Programs in Helping Teachers to Improve Student Learning Through Writing (Elizabeth Ann Caldwell, Mary Deane Sorcinelli).
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