MARC Record from Western Washington University

LEADER: 03848cam 2200385 a 4500
001 ocm74670382
003 OCoLC
005 20070531095954.0
008 060330s2006 mdu b 001 0 eng
010 $a2006924911
020 $a9780761835226 (pbk. : alk. paper)
020 $a0761835229 (pbk. : alk. paper)
035 $a(OCoLC)74670382
040 $aDLC$cDLC$dVYF$dOMB$dBAKER$dYDXCP$dBTCTA$dXFF
042 $apcc
043 $an-us---
049 $aXFFA
050 00 $aLB1631$b.M587 2006
100 1 $aMondschein Leist, Susan R.
245 10 $aWriting to teach, writing to learn in secondary schools /$cSusan M. Leist, Pamila Marchewka-Cornwell.
260 $aLanham :$bUniversity Press of America,$cc2006.
300 $a133 p. ;$c23 cm.
520 1 $a"Writing to Teach; Writing to Learn in Secondary Schools is a comprehensive guide for high school teachers who want to use writing as a teaching tool in any discipline. It provides instructional materials for generating and structuring writing, guidance for developing writing assignments and for evaluating writing, and sample syllabi and assignments. This user-friendly and hands-on book enables teachers in all disciplines to develop the techniques and methods for effectively using writing as a teaching tool."--BOOK JACKET
504 $aIncludes bibliographical references (p. [129]-131) and index.
505 0 $a1. The writing process: creating the writing intensive course -- 2. Techniques of using writing to teach: Heuristic writing ; Seven principles of good teaching and WAC ; Suggestions for improving final student writing products ; Check work in progress ; Use a check sheet ; Use peer groups ; Suggestions for ungraded writing ; Uses for ungraded writing assignments and related benefits ; Structuring formal writing assignments ; Plan assignment objectives carefully ; Creating writing assignments -- 3. Generative heuristics: Free writing ; Sharing free writing ; Focused free writing ; Looping ; The nine-line composition ; Brainstorming/listing ; Clustering/webbing/mind-mapping -- 4. Structural heuristics: Definition ; Process analysis ; Classification/division ; Comparison/contrast ; Analogy ; Causal analysis ; The cubing heuristic -- 5. Student research: The "I-search" assignment -- 6. Evaluating student writing: Determining when and how to grade ; Grading strategies ; Some assessment options ; Understanding the domains of writing and their hierachy ; Preparing assignments carefully ; Evaluating the papers ; Dealing with errors ; Incorporating writing into pedagogy -- Appendix A. Syllabi for writing intensive courses: I. COMM 332W: Contemporary issues in broadcasting ; II. NFS105: Food and people: interactions and issues ; III. BIO405: Organic evolution ; OEC 301W: Principles of occupational education -- Appendix B. Some examples of writing assignments ; Generic writing intensive assignments ; Course specific writing intensive assignments -- Appendix C. Forms and checklists ; A checklist for evaluating compositions ; Peer or teacher edit sheet ; Peer conference checklist ; Revision response checklist ; Portfolio evaluation -- Appendix D. The domain scoring rubric ; Domains and features ; Domain scoring -- Appendix E. Directions for generally used writing tasks ; Sample sets of directions for generally used writing tasks ; Tips for preparing a book review -- Writing summaries ; The microtheme.
650 0 $aEnglish language$xComposition and exercises$xStudy and teaching (Secondary)$zUnited States.
650 0 $aReport writing$xStudy and teaching (Secondary)$zUnited States.
650 0 $aEnglish teachers$xTraining of$zUnited States.
700 1 $aMarchewka-Cornwell, Pamila.
907 $a.b21202990$bmulti$c-
902 $a080115
998 $b1$c070626$dm$ea$f-$g0
902 $a070705
902 $aFastCat mw
902 $aMARS