1st Edition
Teaching Academic Literacy The Uses of Teacher-research in Developing A Writing Program
248 Pages
by
Routledge
248 Pages
by
Routledge
Also available as eBook on:
Teaching Academic Literacy provides a unique outlook on a first-year writing program's evolution by bringing together a group of related essays that analyze, from various angles, how theoretical concepts about writing actually operate in real students' writing. Based on the beginning writing program developed at the University of Wisconsin-Madison, a course that asks students to consider what it... Read more
Contents: B. Walvoord, Foreword. L. Flower, Preface. S.L. Fox, S. Greene, K.L. Weese, Introduction: The Value of the University of Wisconsin-Madison's First-Year Writing Curriculum. Part I: The Wisconsin Program. K.L. Weese, Learning From Students: An Approach to Teaching Beginning College Writers. S.L. Fox, Inviting Students to Join the Literacy Conversation: Toward a Collaborative Pedagogy for Academic Literacy. K.L. Weese, "Only Connect": Sequencing Assignments in the Beginning Writing Class. Part II: Classroom Research Studies. N. Preus, The Legacy of Schooling: Secondary School Composition and the Beginning College Writer. S. Greene, How Beginning Writing Students Interpret the Task of Writing an Academic Argument. M.C. Paretti, Intertextuality, Genre, and Beginning Writers: Mining Your Own Texts. J. French, The Dialogic Writing Conference: Negotiating and Predicting the Role of Author. S. Greene, E. Smith, Teaching Talk About Writing: Student Conflict in Acquiring a New Discourse of Authorship Through Collaborative Planning. D. Bartholomae, The Study of Error. D. Brandt, Afterword: A Nation of Authors. Appendices: Major Assignments Used in the UW-Madison Literacy Course. Prewriting Exercises and Writing Assignments to Aid Students in Composing the Formal Papers. Suggested Readings.
Biography
Katherine L. Weese, Stephen L. Fox, Stuart Greene
"...explains in detail how to plan and implement an action-research project to improve the way we teach and learn to be literate. When we as practitioners become researchers, sharing and modeling how we learn, engaging students in thinking and learning about their thinking and learning, requiring that students make their own meaning and connections, we will all benefit."
—Journal of Adolescent & Adult Literacy
