Writing about writing a college reader online free

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writing about writing a college reader online free

Writing about Writing: A College Reader by Elizabeth Wardle

When Doug Downs and Elizabeth Wardle published their article “Teaching about Writing, Righting Misconceptions” in June 2007, they challenged the field to imagine a new approach to first-year composition. Their groundbreaking new reader, Writing About Writing, does exactly that, by encouraging students to draw on what they know in order to contribute to ongoing conversations about writing and literacy.
 
Class-tested by thousands of students, Writing about Writing presents accessible writing studies research by authors such as Donald Murray, Mike Rose, and Deborah Brandt, together with popular texts by authors such as Malcolm X, Sherman Alexie, and Junot Díaz. Throughout the book, friendly explanations and scaffolded questions help students connect to readings and — even more important — develop knowledge about writing they can use at work, in their everyday lives, and in college.
 
The conversation on writing about writing continues on the authors blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, Bedford/St.Martins blog for teachers of writing).

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A milestone in the field of composition, Writing about Writing continues to be the only textbook to provide an approach that makes writing studies the center of the introductory writing course. The accessible writing studies research in Writing about Writing includes foundational research by scholars such as Nancy Sommers and Donald Murray, popular commentary on writing by authors such as Malcolm X and Anne Lamott, and emerging research from both scholars and student writers. Accessible explanations, scaffolded activities, and thoughtful questions help students connect to the readings and transfer their writing-related skills from first-year composition to writing situations in other college courses, work, and their everyday lives. The third edition makes studying writing even more accessible and teachable, with a new overview of rhetoric, a stronger focus on key threshold concepts, scaffolded reading guidance for challenging selections, and a new section in the instructor's manual with responses to frequently asked questions. Martin's blog for teachers of writing. Go to community. Questions before and after selections establish a context for reading, helping students reflect on their experience as writers and apply ideas from their reading.

WRITING. WRITING. A College Reader. Elizabeth Wardle. Doug Downs. Changing .. tively with readings in the print book and those online. Students .. free writing resources on the Web, Re:Writing 2 gives you and your students even more.
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For details on it including licensing , click here. This book is licensed under a Creative Commons by-nc-sa 3. See the license for more details, but that basically means you can share this book as long as you credit the author but see below , don't make money from it, and do make it available to everyone else under the same terms.

One of the challenges of current staffing practices for college writing courses in my institutions is the sometimes last-minute assignment of multiple course preparations, additional sections, or new preparations that instructors can receive due to fluctuation in enrollments or inaccurate curricular planning. On this page, we offer direction to some teaching and learning sources that provide models of syllabi and assignments as well as heuristics and guidelines that can help instructors with the planning process that goes into teaching college writing. We also include some open-access materials that can be assigned in courses as student reading or that support course development. These are open-access educational materials that can be useful for instructors who are assigned courses with little time to advance order traditional textbooks. All rights reserved in all media. Looking for information? Use of this site signifies your agreement to the Terms of Use.

Publisher: Open Oregon Educational Resources. In addition to the explanatory material, the text includes appendicies, a glossary, and numerous exercises for students to complete. The text feels up-to-date and incorporates a variety of textual examples, including many digital resources. The text is approachable and direct, with a clearly student-centered perspective that comes through in both form and content. Overall, the work lives up to its promise to be a "use it as you need it kind of text. All links within the text worked when tried, and online interaction was not difficult.

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