| Introduction | xv |
| Acknowledgments | xxxiii |
| 1 | Contexts for Teaching Writing | 1 |
| The Departmental Perspective | 2 |
| Composition, Community, and Curriculum: A Letter to New Composition Teachers | 11 |
| A Supervisor's Perspective | 17 |
| A Cultural Perspective: Teaching Composition at a Historically Black University | 21 |
| An Experienced TA's Reflections on the TA Experience | 34 |
| Writing and Learning to Write: A Modest Bit of History and Theory for Writing Students | 38 |
| The Importance of Framing the Writing Classroom as a Space of Public Discourse | 44 |
| "Black people tend to talk eubonics": Race and Curricular Diversity in Higher Education | 46 |
| Rhetorical Situations and Assignment Sheets | 51 |
| Meeting of Narratives, Meeting of Minds: WPAs, TAs, and Transferring Independence | 53 |
| Students as Audience | 62 |
| Memo from a Provost | 65 |
| 2 | Seeing the Forest and the Trees of Curriculum | 68 |
| Teaching in an Idealized Outcomes-Based First-Year Writing Program | 69 |
| Constructing Bridges between High School and College Writing | 89 |
| Teaching Writing as a Process | 92 |
| 3 | Constructing Syllabus Materials | 97 |
| On Syllabi | 98 |
| Departmental Syllabus: Experience in Writing | 102 |
| An Honors Course in First-Year Composition: Classical Rhetoric and Contemporary Writing | 114 |
| 4 | Constructing Effective Writing Assignments | 133 |
| Sequencing Writing Projects in Any Composition Class | 134 |
| Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation | 137 |
| Deliberative Writing | 143 |
| Rhetorical Analysis: Terms of Contention | 145 |
| Assignment Prompt | 150 |
| Profile Assignment | 152 |
| Picture Exchange: Sharing Images and Ideas in First-Year Composition | 164 |
| Reflecting on Journal Writing | 167 |
| Role-Playing as a Writing-to-Learn Activity | 171 |
| Writing-to-Learn Prompts | 176 |
| 5 | Guiding Students to Construct Reflective Portfolios | 181 |
| A Writing Portfolio Assignment | 182 |
| Portfolio Requirements for Writing and Discourse | 186 |
| The Importance of Student Portfolio Presentations in Composition Courses | 189 |
| Group Portfolio Presentations | 195 |
| 6 | Strategies for Course Management | 203 |
| Fostering Classroom Civility | 204 |
| Course Management Guidelines | 212 |
| Facilitating Class Discussion | 216 |
| A Structure for a Successful Class Session | 219 |
| A Strategy for Student-Led Writing and Discussion | 220 |
| Strategies for Discouraging Plagiarism | 224 |
| Working with Groups | 226 |
| Discussing Time Commitments with Students | 228 |
| 7 | Teaching Invention | 230 |
| Teaching Invention | 231 |
| Invention Activity | 234 |
| Invention as a Strategy of Revision | 236 |
| A Model for Invention | 240 |
| To Whom It Might Actually Concern: Letter Writing as Invention in First-Year Composition | 249 |
| Invention Activity Late in the Writing Process | 252 |
| Writing Exercise--Connections | 262 |
| Exploring Topics: Rationale for a Class Exercise | 267 |
| Teaching "Organization": Transition Moments, Cueing Systems, and Modes of Coherence | 269 |
| 8 | Orchestrating Peer-Response Activities | 289 |
| Approaches to Productive Peer Review | 290 |
| Reflection on Peer-Review Practices | 301 |
| Using Group Conferences to Respond to Essays in Progress | 307 |
| A Possible Sequence of Peer-Group Responses to a Student's Emerging Text--Autobiographical Essay | 318 |
| 9 | Responding to In-Process Work to Promote Revision | 325 |
| Less Is More in Response to Student Writing | 326 |
| One Dimension of Response to Student Writing: How Students Construct Their Critics | 329 |
| Another Kind of Teacher-Student Talk: Conversational Responding and Revising | 338 |
| Guidelines for Responding to Student Writing | 355 |
| Why Student Conferences Are Important | 366 |
| Expanding the Uses of Writing Centers | 367 |
| Writing Center Consultations | 372 |
| 10 | Responding to and Evaluating Polished Writing | 386 |
| Developing Rubrics for Instruction and Evaluation | 387 |
| What Makes Writing "Good"?/What Makes a "Good" Writer? | 401 |
| Contexts and Criteria for Evaluating Student Writing | 404 |
| Portfolio Standards for English 101 | 422 |
| Handling the Confrontative Conference | 432 |
| Establishing Weighted Criteria for Evaluating Writing | 435 |
| 11 | Teaching Writing with Technology | 437 |
| Overviews and Impressions of Teaching with Technology | 438 |
| Overcoming the Unknown | 438 |
| Asynchronous Online Teaching | 440 |
| Suggestions for the Computer-Mediated Classroom | 453 |
| Class Peer Review in a Computer-Mediated | |
| Classroom: Using Classroom Projection Capabilities and E-mail Messages | 453 |
| Web Page "Place" Assignment and Analysis Assignment | 458 |
| Using the Web to Enhance Students' Critical Literacy Skills | 464 |
| Working in an Electronic Classroom | 470 |
| Teaching Composition with International Students in an Electronic Classroom | 479 |
| Approaches to Using Computer Technology When You Don't Teach in an Electronic Classroom | 482 |
| 12 | Constructing a Teaching Portfolio | 494 |
| Teaching-Portfolio Potential and Concerns: A Brief Review | 495 |
| Thinking about Your Teaching Portfolio | 501 |
| A Philosophy of Teaching: Backseat Driving | 505 |
| Statement of Teaching Philosophy | 508 |
| Reflection on Teaching | 511 |
| Statement of Teaching Philosophy | 513 |
| Teaching Philosophy | 515 |
| 13 | Teaching Matters of Grammar, Usage, and Style | 522 |
| A Cautionary Introduction | 523 |
| And the Question Is This--"What Lessons Can We, as Writers, Take from This Reading for Our Own Writing?" | 527 |
| Empowering Sentences | 536 |
| Teaching Style | 546 |
| Parallel Structures | 550 |
| Sector Analysis | 559 |
| Encouraging Editing | 566 |
| 14 | Teaching Research Skills | 569 |
| First-Year Composition as an Introduction to Academic Discourse | 570 |
| Teaching Research Skills in the First-Year Composition Class | 583 |
| Situating Research: Writing Research Proposals in First-Year Composition | 600 |
| An Assignment for Encouraging Research | 609 |
| Citing Ourselves: Students as Specialists and Scholars | 611 |
| Index | 613 |
| Editors | 625 |
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