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Concepts in Composition
Theory and Practices in the Teaching of Writing





ISBN 9781138088658
Published May 29, 2019 by Routledge
466 Pages 4 B/W Illustrations

 
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Book Description

Concepts in Composition is designed to foster reflection on how theory impacts practice, allowing prospective teachers to assume the dual role of both teacher and student as they enter the discipline of Writing Studies and become familiar with some of its critical conversations. Now in its third edition, the volume offers up-to-date scholarship and a deeper focus on diversity, both in the classroom and in relation to Writing Studies and literacy more broadly. This text continues to offer a wealth of practical assignments, classroom activities, and readings in each chapter. It is the ideal resource for the undergraduate or graduate student looking to pursue a career in writing instruction.

Table of Contents

Table of Contents

  1. Processes: Approaches and Issues Irene L. Clark
  2. 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

  3. Invention: Issues and Strategies Irene L. Clark
  4. 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

  5. Revision: Issues and Strategies Betty Bamberg and Irene L. Clark
  6. Reading: Revision Strategies of Student Writers and Experienced Adult Writers

    Author: Nancy Sommers (1980)

    Source: College Composition and Communication, 31(4): 378–388

  7. Audiences Irene L. Clark
  8. Reading: Closing My Eyes as I speak: An Argument for Ignoring Audience

    Author: Peter Elbow (1987)

    Source: College English, 49(1): 50–69

  9. Genre, Transfer, and Related Issues Irene L. Clark
  10. Reading: "Emphasizing Similarity" but Not "Eliding Difference": Exploring Sub- Disciplinary Differences as a Way to Teach Genre Flexibly

    Katherine Schaefer (2015)

    WAC Journal26: 36–55 

  11. Reading/Writing Connections Irene L. Clark
  12. Reading: Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom

    Author: Michael Bunn (2013) 

    Source: College Composition and Communication64(3): 496–516 

  13. Assessment: Issues and Controversies Julie Neff-Lippman
  14. Reading: Across the Drafts

    Author: Nancy Sommers (2006)

    Source: College Composition and Communication, 58: 248–257 

  15. Teaching Multilingual Students in a Composition Class Olga Griswold and John Edlund
  16. 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

  17. Language, Linguistic Diversity, and Writing Sharon Klein
  18. 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/

  19. Issues in Digital and Multimodal Writing: Composition Instruction for the 21st Century Jennifer Sheppard

          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

 

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Author(s)

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.

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