Below
are books focusing on various issues in composition studies.
While some are available at Helmke, some need to be requested
via Document
Delivery.
Included in English
Studies: Learning Climates that Cultivate Racial
and Ethnic Diversity
This text offers a variety of articles addressing the issue
of race in the composition classroom. According to
the editors, these essays “broaden the discussion [regarding
race and composition] by exploring the role gateway
English courses play in helping students in general,
and students of color in particular, adjust to postsecondary
academic work” (5). Of particular interest is the
article “Diversity: An Assignment for Basic Writing
Students” because it offers a practical assignment
with thorough theoretical analysis.
Shelli B
Fowler and Victor Villanueva, editors
-
"The
Dance of Safety: Examining the Stances taken
by the White Faculty in Relation to the Black
Males in the College Classroom"
“My
Story, Her Story, Our Story”
"Histories,
Ideologies, and Discourses of (Un)Identification: An
Approach to Composition and Critical Pedagogy for
Mexican American College Writers”
“Community
Archaeology: A Historically Black College”
“Pluralism
in Practice: An Approach to Language Variety”
“Community
and Mexican American Students of Composition: Papels de
Honor”
“Critically
Self-Reflexive Interpretive and Pedagogical
Practices for an African American Literature
Course”
“Coalition
Pedagogy: Building Bonds between Instructors
and Students of Color”
“Liberating
Vampires and Transforming Desires: Critical
Reflexive Rhetoric for an Age of Globalization”
“The
Color Line: African American Vernacular English
and the Computerized Grammar Checkers”
“Diversity: An
Assignment for Basic Writing Students”
“Using
Assessment Techniques in a Racially and Ethnically
Diverse Class”
“In
Our Own Voices: Liberating Race from the
Margins”
A Field of Dreams: Independent Writing
Programs and the Future of Composition Studies
A Field of Dreams’ primary focus is to define the
independent writing program and examine its place in
the university. Specifically, the question of where
writing programs belong in the university is discussed. The
third section of this text, “The Big Picture: Implications
for Composition, English Studies, and Literacy Education,”
is excellent reading for AFGA Council members to refamiliarize themselves
to the institutional politics that govern the writing
program conversation.
Peggy
O’Neill, Angela Crow, and Larry Burton, editors
Local
Scenes: Stories of Independent Writing Programs
“The Origins of a Department of Academic, Creative, and
Professional Writing”
“Internal
Friction in a New Independent Department of Writing
and What the External Conflict Resolution Consultants
Recommended”
“Writing
Identity: The Independent Writing Department
as a Disciplinary Center”
“Small
but Good: How a Specialized Writing Program
Goes It Alone”
"Independence Fostering Community: The
Benefits of an Independent Writing Program at
a Small Liberal Arts College”
“No
Longer Discourse Technicians: Redefining Place
in Purpose in an Independent Canadian Writing
Program”
Beyond
the Local: Connections Among Communities
“Learning
as We G(r)o(w): Strategizing
the Lessons of a Fledgling Rhetoric and Writing
Department”
“Creating
Two Departments of Writing: One Past and One
Future”
“Who
Wants Composition? Reflections on the Rise and Fall of an Independent Program”
“Revising
the Dream: Graduate Students, Independent Writing
Programs, and the Future of English Studies”
“Locating
Writing Programs in Research Universities”
“Wagering
Tenure by Signing on with Independent Writing
Programs”
The
Big Picture: Implications for Composition English
Studies, and Literacy Education
“A
Rose by Every Other Name: The Excellent Problem
of Independent Writing Programs”
“Keeping
(in) Our Places, Keeping Two Faces”
“Managing
to Make a Difference”
“Stasis
and Change: The Role of Independent Composition
Programs and the Dynamic Nature of Literacy”
"Bigger
than a Discipline?”
Rehearsing New Roles: How College
Students Develop as Writers
Carroll first discusses the assumptions compositions instructors
make about beginning college students. The text also
examines students’ writing skills as they develop throughout
their postsecondary career. She also analyzes the supposition
that first-year composition is a “service course.” She
also evaluates several teaching methods as
to how well they promote student writing development.
A
Preview of Writing Development
Studying
College Writers: Context and Method
Riding
the Literacy Roller Coaster in General Education
and First-Year Composition
Supporting
Writing Development Across the Disciplines
A
Concluding Look at Development
Assessing Student Learning Outcomes
for Information Literacy Instruction in Academic
Institutions
Avery’s book examines the topic of information literacy
as it can be applied across the institution. In the
table of contents listed below, the various academic
areas which information literacy studies effects are
highlighted. IPFW composition instructors
can pay interest to the chapters entitled,
“Assessing Information
Literacy Instruction,” “Assessing Information
Literacy in an English Composition Class,”
and “Assessing Abilities
of Freshman to Reconcile New Knowledge
with Prior Knowledge.”
Elizabeth Fuseler Avery,
editor
“Assessing
Information Literacy Instruction”
“Planning
For Assessment”
“Selecting
and Developing Assessment Tools”
“First
Year Experience Research Skills Survey”
“Information
Competency as Historian’s Craft”
“Assessing
Liberal Arts Classes”
“Assessing
Student Learning in Sociology”
“Information
Literacy Assessment Tool”
“Midlands Technical College: Information Literacy Assessment
Project”
“Information
Literacy Assessment at a Small Commuter Campus”
“Assessing
Student Learning for Information Literacy in a
Core Business Class”
“Using
Rubrics to Assess Information Literacy Attainment
in a Community College Education Class”
“Assessing
Information Literacy in an English Composition
Class”
“Webliography Assignment
for Lifetime Wellness Class”
“Assessing
Student Learning Outcomes in Political Science
Classes”
“Montana State University: Information Literacy Assessment
Project”
“Institutionalizing
a Graduation Requirement”
“Assessing
Student Learning through the Analysis of Research
Papers”
“Information
Literacy in Community College Communications Courses”
“Integrated
Information Literacy Impact Study”
“Assessing
Information Literacy in Community College Human
Services Courses”
“Assessment
of Student Learning in ENGL 101 Composition”
“Information
Literacy Assessment for Introduction to Music Course”
“Assessing
Abilities of Freshman to Reconcile New Knowledge with Prior Knowledge”
“Past
Lives: An Exercise in Historical Research with
an Annotate Bibliography Requirement”
“Ethnography
and Information Literacy: An Assessment Project”
Teaching
at Its Best
Nilson’s text is an excellent comprehensive
handbook for any instructor new to teaching in the
university. Her book covers everything from developing
a course and syllabus to addressing classroom difficulties,
from composing assignments and tests to evaluating
teaching methods. IPFW composition instructors may
want to focus on the chapters dedicated to group learning
and information technology.
“Instructional
Support Services”
“Understanding
Your Students”
“In
the Beginning: Course Design and Objectives”
“Course
Coordination between Faculty and TAs”
“Copyright
Guidelines for Instructors”
“Your
First Day of Class”
“Preventing
and Responding to Classroom Incivility”
“Preserving
Academic Honesty”
"Making
the Most of Office Hours”
“Motivating
Your Students”
“Teaching
to Different Learning Styles”
“An
Introduction to Student-Active Teaching: The
Discovery Method”
“Making
the Lecture a Learning Experience”
"Leading
Effective Discussions”
“Questioning
Techniques for Discussion and Assessment”
“Experiental [sic]
Learning Activities”
“Getting
Your Students to Do the Readings”
“Writing-to-Learn
Activities and Assignments”
“Teaching
Your Students to Think and Write in the Disciplines”
“Tools
of the Trade: Making the Most of Instructional
Aids and Technology”
“Teaching
Problem Solving I: The Case Method”
“Teaching
Problem Solving II: Problem-Based Learning”
“Teaching
Problem Solving III: Quantitative Reasoning”
“Teaching
Problem Solving IV: Science in the Laboratory”
“Assessing
Students’ Learning in Progress”
“Preparing
Students for Tests”
"Grading:
Tests, Assignments, and Course Performance”
“Evaluating
and Documenting Teaching Effectiveness”
Preparing College Teachers of Writing: Histories,
Theories, Programs, Practices
This text offers a very thorough
examination of the history and theory behind teaching
new writing faculty. New Composition Committee members
may find this text provides a theoretical basis to
use when meeting writing instructors regarding their
teaching portfolios. New writing instructors may also
want to look into Michael Flanigan’s article “From Discomfort, Isolation, and
Fear to Comfort, Community, and Confidence: Using
Reflection, Role-Playing, and Classroom
Observation to Prepare New Teachers
of College Writing,” which
discusses classroom atmosphere
and community.
Betty Pytlik and Sarah Liggett, editors
“How Graduate Students Were Prepared
to Teach Writing—1850-1970”
“Recent Trends in TA Instruction: A
Bibliographic Essay”
“After Preparing TAs for the Classroom, What Then? Three Decades
of Conversation about Preparing TAs for the Job
Market”
“When Teaching Assistants Teach
Teaching Assistants to Teach: A Historical View
of a Teacher Preparation Program”
“TA Education as Dialogic Response: Furthering
the Intellectual Work of the Profession through
WPA”
“The Professionalization of
TA Development Programs: A Heuristic for Curriculum
Design”
“Thinking Together: Developing a
Reciprocal Model for Approaches to Preparing
College Teachers of Writing”
“Educating Literacy Instructors: Practice
versus Expression”
“Too Cool for School? Composition as Cultural Studies and
Reflective Practice”
“Feminist Approaches to Mentoring
Teaching Assistants: Conflict, Power, and Collaboration”
“Negotiating Resistance and Change: One
Composition Program’s Struggle Not to Convert”
“Preparing Graduate Students across
the Curriculum to Teach Writing”
“Creating a Culture of Reflective
Practice: A Program for Continuing TA Preparation
after the Practicum”
“Experience and Reflection in Multiple
Contexts: Preparing TAs for the Artistry of
Professional Practice”
“The Three-Part Program for Preparing
TAs to Lead Professional Communication Courses
at Miami University (Ohio)”
“Preparing College Teachers of Writing
to Teach in a Web-Based Classroom: History,
Theoretical Base, Web Base, and Current Practices”
“’What Would You Like to Work on
Today?’ The Writing Center as a Site for Teacher Training”
“Mentoring: Past, Present, and Future”
“Mentors, Models, and Agents of
Change: Veteran TAs Preparing Teachers of Writing”
“Orientation and Mentoring: Collaborative
Practices in Teacher Preparation”
“From Discomfort, Isolation, and
Fear to Comfort, Community, and Confidence: Using
Reflection, Role-Playing, and Classroom Observation
to Prepare New Teachers of College Writing”
“Orientation for Teachers of Technical
Writing”
“Learning to Evaluate and Grade
Student Writing: An Ongoing Conversation”
“The Teaching Portfolio: Practicing
What We Teach”
“Evolution of a Teaching Notebook: Contents,
Purposes, and Assessment”
Teacher Commentary on Student Papers: Conventions,
Beliefs and Practices
Ogede’s collection of articles offers
sound teaching advice from a variety of seasoned writing
instructors and professors. These authors address
a variety of writing issues, as evidenced by the titles
listed in the table of contents below. Specifically,
the articles that address offering feedback to student
assignments, such as “Moving
Students beyond Defensiveness and Anxiety in Writing
Assignments,” “Teacher Commentary: Put That Red Pen
Down for Now!” and “From Commentary to Conference”
speak to the issues writing instructors face when teaching
a potentially personal and often-viewed subjective
subject matter.
“Introduction: Some Words of Encouragement and Hope for
the Teacher”
“Comments in Context: How Students Use and Abuse Instructor
Comments”
“Overcoming Marginalization: Promoting Active Learning
by Teaching the Technique and Theory of Margin
Notes”
“The Teacher’s Pet Phenomenon: From Dysfunction to Learning
Model”
“Teaching Generation X: A Dialogical Approach to Teacher
Commentary”
“A Shared Journey in Composition and Basic Writing Classes: Another
View of the Dialogical Approach to Teacher Commentary
on Student Assignments”
“Writing and Relationship”
“On the Margin of Discovery”
“Teacher Commentary: Put That Red Pen Down for Now!”
“Rethinking Ways to Teach Young Writers: Response and Evaluation
in the Creative Writing Course”
“From Commentary to Conference”
“Moving Students beyond Defensiveness and Anxiety in Writing
Assignments”
“Rigor, Rigor, Rigor, and the Rigor of Death: A Does of
Discipline Shot through Teacher Response to Student
Writing”
Misunderstanding the Assignment: Teenage
Students, College Writing, and the Pains of Growth
Hunt’s text takes a novel approach to examining teaching
college writing; this book is written in a narrative
form. Hunt details the experiences of teaching a class
of freshmen. He interviews and presents each student
to his reader, so that each student serves as a type of
student writing faculty may encounter. The reader
is shown the semester as it develops, as chapters are
divided into weeks of the semester. Hunt also offers
dialogue between the instructor, Rachel Palencia Harper,
and her students and example student writing both with
and without instructor feedback. This true account
of teaching composition written as a narrative is a
refreshing tone shift from similar, more theoretical
texts.
|
© 2004 Indiana University-Purdue University Fort Wayne
URL: http://www.ipfw.edu/
|