Writing to Teach; Writing to Learn in Higher Education

By: Susan M. Leist

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Hardcover | 27 December 2005

At a Glance

Hardcover
152 Pages

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23.5 x 16.4 x 1.8

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Writing to Teach; Writing to Learn in Higher Education is a comprehensive guide for professors seeking to integrate writing-across-the-curriculum principles into their pedagogy. Through the exploration of theory and practice, treating both pre-writing techniques and classical rhetorical patterns as heuristics, Leist outlines the process of incorporating writing into a curriculum. Major concerns of professors in all disciplines about writing intensive courses and the assignment and evaluation of writing are addressed; and practical advice for implementing a new curriculum is offered. This advice includes examples of how to construct writing assignments, details on how to articulate expectations, and methods for evaluating results. The text includes appendices with sample checklists, a master scoring rubric, and examples of syllabi and individual assignments. From beginning to end, Writing to Teach; Writing to Learn in Higher Education helps prepare professors to use writing as an intrinsic part of their curriculum.

Industry Reviews

What makes this book appealing is its ability to offer practical strategies for using writing as a teaching and writing tool, while anticipating an instructor's concerns or resistance and tempering that resistance. A noted teacher and author, Leist augments her advice with pages of assignments, rubrics, syllabi, checklists, and other teaching aids....Summing Up: RECOMMENDED. Upper-division undergraduates and above, for anyone entering or currently in the teaching profession. -- M.K. McLaughlin, Western Technical College * CHOICE *

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Non-Fiction Education Organisation & Management of Education Curriculum Planning & Development Higher & Further Education Teaching of a Specific Subject

The Writing Process	p. 1
Creating the Writing Intensive Course	p. 4
Sample Guidelines for "W" Courses, Writing Intensive Courses and Departmental Options	p. 5
Sample "W" Course Rationale and Components	p. 5
Sample Guidelines for Departmental Options	p. 8
Portfolio Evaluation	p. 9
Faculty Preparation	p. 9
Techniques for Using Writing to Teach	p. 11
Heuristic Writing	p. 11
Seven Principles of Good Teaching and WAC	p. 16
Suggestions for Improving Final Student Writing Products	p. 18
Check Work in Progress	p. 19
Collection of Pre-Writing Materials	p. 19
Use a Check Sheet	p. 20
Use Peer Groups	p. 20
Suggestions for Ungraded Writing	p. 22
Uses for Ungraded Writing Assignments and Related Benefits	p. 24
Structuring Formal Writing Assignments	p. 25
Plan Assignment Objectives Carefully	p. 25
Creating Writing Assignments	p. 26
Generative Heuristics	p. 28
Free Writing	p. 29
Examples of Student and Instructor Free Writing	p. 33
Focused Free Writing	p. 38
Looping	p. 41
The Nine-Line Composition	p. 42
Brainstorming/Listing	p. 44
Clustering/Webbing/Mind-Mapping	p. 47
Structural Heuristics	p. 47
Definition	p. 47
Process Analysis	p. 51
Classification/Division	p. 52
Comparison/Contrast	p. 58
Writing for Lab Reports	p. 61
Analogy	p. 63
Causal Analysis	p. 71
The Cubing Heuristic	p. 74
Student Research	p. 81
The "I-Search" Assignment	p. 85
Evaluating Student Writing	p. 89
Determining When and How to Grade	p. 89
Grading Strategies	p. 90
Some Assessment Options	p. 91
Understanding the Domains of Writing and their Hierarchy	p. 93
Preparing Assignments Carefully	p. 93
Evaluating the Papers	p. 94
Dealing with Errors	p. 97
Incorporating Writing into Pedagogy	p. 97
Syllabi for Writing Intensive Courses	p. 99
COMM 332W Temporary Issues in Broadcasting	p. 99
NFS 105: Food and People: Interactions and Issues	p. 103
BIO 405: Organic Evolution	p. 105
OEC 301W: Principles of Occupational Education	p. 108
Some Examples of Writing Assignments	p. 114
Generic Writing Intensive Assignments	p. 114
Course Specific Writing Intensive Assignments	p. 117
Forms and Checklists	p. 121
A Checklist for Evaluating Compositions	p. 121
Peer or Teacher Edit Sheet	p. 122
Peer Conference Checklist	p. 123
Revision Response Checklist	p. 123
The Domain Scoring Rubric	p. 125
Domains and Features	p. 125
Domain Scoring	p. 126
Directions for Generally Used Writing Tasks	p. 129
Sample Sets of Directions for Generally Used Writing Tasks	p. 129
Tips on Preparing a Book Review	p. 130
Writing Summaries	p. 132
The Microtheme	p. 134
Bibliography	p. 136
Works Cited	p. 136
General	p. 137
Index	p. 139
Table of Contents provided by Ingram. All Rights Reserved.

Writing to Teach; Writing to Learn in Higher Education

At a Glance

Hardcover

Industry Reviews

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