Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
by
A practical nuts and bolts guide for teachers from any discipline who want to design interest-provoking writing and critical thinking activities. Engaging Ideas: Shows how teachers can encourage inquiry, exploration, discussion, and debate in their courses. Presents a wide variety of strategies for stimulating active learning and for coaching writing and critical thinking. Offers teachers concrete advice on how to design courses, structure assignment, use class time, critique student performance, and model critical thinking activities. Demonstrates how writing can easily be integrated with such other critical thinking activities and inquiry discussions, simulation games, classroom debates, and interactive lectures.
Helping Students Write Well: A Guide for Teachers in All Disciplines
by
Helping Students Write Well has become the standard manual for most college instructors seeking to integrate writing into their courses more effectively. The book suggests techniques for responding to student work, guiding student peer groups, and dealing with specific writing problems. Aimed at college faculty in a variety of disciplines -- history, sociology, biology, marketing, psychology, literature, and others -- Barbara Walvoord's lively text provides methods for helping students -- generate ideas -- bring topics into focus -- gather and integrate library information -- organize reasoning and evidence -- follow a required format -- draft, revise, and edit -- improve style and mechanics -- compose visual aids. Helping Students Write Well is an essential tool both for those who teach writing and for those who want to make writing a significant part of their courses.
In Search of Eloquence: Cross-disciplinary Conversations on the Role of Writing in Undergraduate Education
by
This book dialogically links scholarship in rhetoric, composition, and English Studies to the perspectives of faculty outside of English, and by so doing manages to both challenge and expand current thinking about writing pedagogy. The authors' recognition of the centrality of writing in undergraduate education leads them into extensive conversations with faculty from other disciplines about writing's role in their own degree programs, scholarly disciplines, and professional practices. The goal is to lead to writing instruction that is truly integral to every program of study.
Student Writing in the Quantitative Disciplines: A Guide for College Faculty
by
The book introduces readers in the often-overlooked math-related fields and STEM disciplines to the ideas of writing-to-learn (WTL) and writing in the disciplines (WID). It offers a guide to the pedagogy of writing in the mathematical sciences, and gives theoretically grounded means by which writing can be used to help undergraduate students to understand mathematical concepts at all levels of study. The author equips instructors with the practical skills necessary to guide their students in writing well in math-based courses at all levels of the college curriculum, addressing various genres of mathematical writing (research articles, expository articles, abstracts, literature reviews, pedagogical writing), and provides the criteria for assessment.
Using Writing to Teach Mathematics
by
The WAC Casebook: Scenes for Faculty Reflection and Program Development
by
The WAC Casebook: Scenes for Faculty Reflection and Program Development is an invaluable resource for instructors in any discipline who want to incorporate writing effectively into their courses and curricula. Editor Chris M. Anson brings together forty-five actual or highly realistic scenarios that anticipate the range of situations instructors typically confront in writing across the curriculum programs. The cases are deliberately open-ended; they pose complex and engaging questions that encourage readers to become more reflective about their teaching. Each scene ends with provocative discussion questions and suggestions for further reading. The book covers such key topics as writing to learn; designing effective writing assignments; responding to and evaluating student writing; coaching writing; writing and new technologies; apprenticeship and the role of graduate students; and program development. Also addressed is the issue of working across disciplines with faculty who may share different views of writing and how it is best taught or learned. A list of Web-based resources is included in an appendix. Ideal for instructors involved in workshops, seminars,and other faculty-development efforts, The WAC Casebook is also an excellent text for graduate students in composition and rhetoric programs or in teacher-education programs.
Writing and Reading Across the Curriculum
by
Remaining one of the best-selling interdisciplinary composition texts for over 25 years, this book helps students of all majors and interests learn to write effectively for college. The text guides students through the essential college-level writing skills of summary, critique, synthesis, and analysis.
Writing to Teach; Writing to Learn in Higher Education
by
Writing to Teach; Writing to Learn in Higher Education is a comprehensive guide for professors seeking to integrate writing-across-the-curriculum principles into their pedagogy. Through the exploration of theory and practice, treating both pre-writing techniques and classical rhetorical patterns as heuristics, Leist outlines the process of incorporating writing into a curriculum. The text includes appendices with sample checklists, a master scoring rubric, and examples of syllabi and individual assignments. From beginning to end, Writing to Teach; Writing to Learn in Higher Education helps prepare professors to use writing as an intrinsic part of their curriculum.
Reference Guide to Writing Across the Curriculum
by
Teaching Writing in the Content Areas
by
Most educators intuitively understand the critical relationship between thinking and writing: writing allows us to express what we think, but the very act of writing spurs a process of exploration that changes our thinking and helps us learn. Teaching Writing in the Content Areas examines nearly 30 years of research to identify how teachers can incorporate writing instruction that helps students master the course content and improve their overall achievement. Building on the recommendations of the National Commission on Writing, authors Vicki Urquhart and Monette McIver introduce four critical issues teachers should address when they include writing in their content courses: * Creating a positive environment for the feedback and guidance students need at various stages, including prewriting, drafting, revising, and editing * Monitoring and assessing how much students are learning through their writing * Choosing computer programs that best enhance the writing process * Strengthening their knowledge of course content and their own writing skills The authors also provide 35 classroom strategies, practices, and handouts that teachers can easily implement in most subject areas or grade levels. From prewriting guides and work sheets to instructional guidance and analysis, the strategies offer realistic options to help teachers tailor writing assignments and instruction to the needs of each class. Teaching Writing in the Content Areas is more than a primer for teaching the mechanics of writing; it is a research-based guide to regularly engaging students in writing that pushes them to express themselves clearly, to explore new ideas, and to become critical thinkers.
WAC and Second Language Writers: Research Towards Linguistically and CulturÂally Inclusive Programs and Practices
by
Writing-Intensive: Becoming W-Faculty in a New Writing Curriculum
by
Accessibility is important to us. While we have made efforts to make our guides as accessible as possible, it is possible that issues could be present. If you are having difficulty accessing content in these guides or if you have any questions about the accessibility of online information posted by the MCC Libraries, please contact us.