3rd Edition
Concepts in Composition Theory and Practices in the Teaching of Writing
Table of Contents
- Processes: Approaches and Issues Irene L. Clark
- Invention: Issues and Strategies Irene L. Clark
- Revision: Issues and Strategies Betty Bamberg and Irene L. Clark
- Audiences Irene L. Clark
- Genre, Transfer, and Related Issues Irene L. Clark
- Reading/Writing Connections Irene L. Clark
- Assessment: Issues and Controversies Julie Neff-Lippman
- Teaching Multilingual Students in a Composition Class Olga Griswold and John Edlund
- Language, Linguistic Diversity, and Writing Sharon Klein
- Issues in Digital and Multimodal Writing: Composition Instruction for the 21st Century Jennifer Sheppard
Reading(s) Composing Behaviors of One-and Multi-Draft Writers
Author: Muriel Harris (1989)
Source: College English, 51 (2): 174–190
Author: Mary Jo Reiff (2006)
Source: In Relations, Locations, Positions: Composition Theory for Writing Teachers. Eds. Peter Vandenberg, Sue Hum, Jennifer Clary-Lemon. NCTE: Urbana IL, 157–206
Reading: Rigid Rules, Inflexible Plans, and the Stifling of Language, A Cognitivist Analysis of Writer’s Block
Author: Mike Rose (1980)
Source: College Composition and Communication, 31(4): 389–401
Reading: Revision Strategies of Student Writers and Experienced Adult Writers
Author: Nancy Sommers (1980)
Source: College Composition and Communication, 31(4): 378–388
Reading: Closing My Eyes as I speak: An Argument for Ignoring Audience
Author: Peter Elbow (1987)
Source: College English, 49(1): 50–69
Reading: "Emphasizing Similarity" but Not "Eliding Difference": Exploring Sub- Disciplinary Differences as a Way to Teach Genre Flexibly
Katherine Schaefer (2015)
WAC Journal, 26: 36–55
Reading: Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom
Author: Michael Bunn (2013)
Source: College Composition and Communication, 64(3): 496–516
Reading: Across the Drafts
Author: Nancy Sommers (2006)
Source: College Composition and Communication, 58: 248–257
Reading: Promoting Grammar and Language Development in the Writing Class: Why, What How, and When
Author: Dana R. Ferris (2016)
Source: In Teaching English Grammar to Speakers of Other Languages. Ed. E. Hinkel. New York: Hinkel (2016) pp. 222–245
Reading: Clarifying the Multiple Dimensions of Monolingualism: Keeping Our Sights on Language Politics
Authors: Missy Watson and Rachael Shapiro (2018)
Source: Composition Forum, 38, http://compositionforum.com/issue/38/
Reading: The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing
Author: Cynthia L. Selfe (2009)
Source: College Composition and Communication, 60(4): 616–663
Biography
Irene L. Clark is Professor of English, Director of Composition, and Director of the Master’s Option in Rhetoric and Composition at California State University, Northridge. She previously taught at the University of Southern California (USC), where she also co-directed the university’s Writing Program and directed its Writing Center. She has authored several textbooks for both undergraduate and graduate students and written a number of articles concerned with Writing Studies, genre, and transfer. Her recent scholarly interest is in the interconnection between literacy and current work in neuroplasticity—the ability of the brain to alter in response to experience. She holds a B.A. in Music from Hunter College, an M.A. in English from Columbia University, and a Ph.D. in English Literature from USC.
