7: Teacher's Handbook
- Page ID
- 344427
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 7.1: Teaching with Wikitexts
- This page discusses teachers' concerns about using wikitexts, such as the Rhetoric and Composition wikibook, in classrooms. Key issues include access to technology, accountability, and the differences between wikitexts and printed materials. Teachers express worries over students' internet access and verifying information. While printed texts offer structure, wikitexts provide flexibility and continuous updates.
- 7.2: Creating Effective Assignment Sequences
- This page compares two assignment sequencing methods: topical, which centers on themes, and traditional, which develops skills progressively. It suggests various assignments like narrative essays and research papers for both methods. The text highlights the importance of supporting students in writing through genre introduction, topic brainstorming, organizational strategies, and promoting revision via peer reviews, ultimately aiming to enhance learning and reduce plagiarism.
- 7.3: Writing as a Process
- This page emphasizes teaching writing as a process that values critical thinking and student engagement. It distinguishes between revision (content focus) and editing (mechanics), advocating for checklists and peer reviews for constructive feedback. The importance of clear assessment criteria, like rubrics, is also highlighted to help students grasp expectations and enhance their writing skills.
- 7.4: Modes of Writing
- This page outlines five modes of writing—Description, Narration, Exposition, Evaluation, and Argumentation—providing insights and practical advice for instructors on effective teaching methods. Each mode is defined and supported by examples and exercises to enhance educators' teaching strategies.
- 7.5: Annotated Bibliography
- This page discusses the creation of an annotated bibliography, which includes a list of sources with descriptive and evaluative comments to support the research process. It highlights the importance of selecting unique topics, using credible sources, and proper citation practices. Students are advised to propose topics, utilize library resources, and distinguish between source types. Effective annotations should be concise, clear, and engaging while maintaining focus and clarity in writing.
- 7.6: Rhetorical Analysis
- This page provides an outline for teaching rhetorical analysis, highlighting the importance of clear objectives and foundational knowledge. It emphasizes essential concepts such as ethos, pathos, and logos, and suggests a timeline for lessons involving visual and textual mediums. Sample assignments include analyzing persuasive pieces, focusing on rhetorical devices, and guiding students to critically engage with texts.
- 7.7: Sentence Structure
- This page discusses the evolution of sentence pedagogy in composition instruction since 1890, highlighting classical imitation as an effective method for enhancing writing skills through emulation. It contrasts this with Daily Oral Language, deemed ineffective due to its negative focus. The article underscores the significance of positive models in teaching and proposes exercises for imitation activities to foster better writing and critical thinking.
- 7.8: Grammar
- This page emphasizes the critical role of grammar instruction in student writing assignments, recommending the use of grammar diagnostics to assess proficiency and common errors. It introduces "glossing," a technique where teachers highlight specific mistakes in students' work and guide them toward self-correction with a resource guide. This targeted approach aims to enhance understanding and improve writing skills by allowing students to concentrate on a limited number of errors at a time.
- 7.9: Writing in the Humanities
- This page explores the nature of writing in the humanities, categorizing it as theoretical, creative, and analytical, and emphasizing interpretive writing in literature. It introduces complex relationships in a play scene, highlighting themes of conflict and the darker aspects of love. Additionally, the importance of scene selection in plays is discussed alongside guidelines for term papers and the significance of originality to avoid plagiarism in research.
- 7.10: Writing in the Sciences
- This page outlines the unique characteristics of scientific writing and suggests classroom activities that blend science and writing. It emphasizes the importance of debated scientific topics and the use of technology in teaching, including blogs and podcasts. Suggested activities include analyzing multimodal texts, critiquing articles, comparing media coverage, and reporting on scientific meetings.
- 7.11: Writing in Business
- This page emphasizes the vital role of business writing skills for college students, noting that clear communication is crucial for success in the workplace. It contrasts business writing, which focuses on problem-solving and diverse audiences, with academic writing.
- 7.12: Oral Presentations
- This page highlights the challenges students encounter in public speaking and presents strategies for effective presentations. It underscores the need for guidance and a clear evaluation rubric, focusing on delivery, visual aids, and preparation. Tips for audience engagement are provided, such as using anecdotes and maintaining eye contact. The article also recommends starting with short speeches to build confidence and encouraging practice in a supportive setting.
- 7.13: Writing for the Web
- This page discusses the importance of effective writing for the web, highlighting delivery, audience understanding, and formatting over strict grammar. Key techniques include conciseness, creating scannable text, and using links wisely. It also notes the constraints of social media, particularly the need for brevity on platforms like Twitter. Writers should consider content longevity and ensure fast loading times, as slow content can drive readers away.
- 7.14: Using the Portfolio Method
- This page discusses the portfolio method of assessment, emphasizing the writing process and fostering reflective learning and self-awareness in students. It aligns teaching with assessment through learning and showcase portfolios. Implementation necessitates careful planning but poses challenges like a steep learning curve and organizational issues. Ultimately, the portfolio method seeks to improve writing skills while promoting a personalized learning experience.
- 7.15: Assignment Sheet Database
- This page details college-level assignments for freshmen, including a short story, memoir, argument paper, proposal, and annotated bibliography. Each task emphasizes critical thinking and clarity, with specific requirements for length and audience. The short story focuses on fictional life-changing events, while the memoir shares personal experiences.
- 7.16: Handout Database
- This page offers a compilation of external links to university writing centers' handouts, providing students with resources for formatting papers in APA, MLA, or Chicago style, along with tips on grammar, punctuation, and word choice. It is designed for individual educational use and features a diverse selection of institutions, ensuring students can access essential writing resources during their college journey.