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The Elements of Teaching Writing
A Resource for Instructors in All DisciplinesFirst Edition ©2004
Drawing on their extensive experience training instructors in all disciplines to incorporate writing in their courses, Gottschalk and Hjortshoj provide time-saving strategies and practical guidance in this brief, well-written reference. Accommodating a wide range of teaching styles and class sizes,
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Drawing on their extensive experience training instructors in all disciplines to incorporate writing in their courses, Gottschalk and Hjortshoj provide time-saving strategies and practical guidance in this brief, well-written reference. Accommodating a wide range of teaching styles and class sizes, Elements offers reliable advice about how to design effective writing assignments and how to respond to and evaluate student writing in any course.
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Table of Contents
Preface
Introduction
Some Basic Questions and Answers
What Is Wrong with Student Writing? (And Who Is Responsible?)
Who Am I to Teach Writing?
What Is Good Writing?
Introduction
Some Basic Questions and Answers
What Is Wrong with Student Writing? (And Who Is Responsible?)
Who Am I to Teach Writing?
What Is Good Writing?
1 Integrating Writing and Learning in Your Course Design
Key Elements
Elements
Writing vs. Content: A False Dichotomy
A Typical Syllabus Is Not a Course Design
Knowledge and Inquiry: Two Models of Scholarship and Teaching
Writing, Reading, Speaking, and Listening for Active Learning
Safety First: Establishing Structure, Rules, and Standards
2 Designing Writing Assignments and Assignment Sequences
Key Elements
Thinking of Assignments as Your Writing for the Course
The Rhetoric of Assignment Writing: Subject, Audience, Purpose, and Form
Designing Assignments with Rhetorical Clarity
Defining Boundaries Clearly
Sequencing Writing Assignments to Build a Course of Study
Thinking of Assignments (and Courses) as Progressions
3 What Can You Do with Student Writing?
Key Elements
The Silent Transaction
An Approach to Avoid: Reading Student Writing with Grading as a Goal
What Students Prefer
A Basic Method for Responding to Student Writing
Using (and Saving) Time Wisely
Breaking the Silence: The Student’s Role in Response
4 Assigning and Responding to Revision
Key Elements
Undergraduate Visions of Writing: First Draft as Last Draft
Two Kinds of Revision
Revision before Submission of a Draft
Revision after Submission of a Draft
Responding to Drafts for Revision
In-Class Work on Revision
Methods for Structuring Peer Review
Contents
5 Informal and Preparatory Writing
Key Elements
Practice and Performance
Writing to Inform Teachers
Writing to Learn
Writing in Preparation for Performance
6 Teaching Writing at the Sentence Level
Key Elements
Defining Terms to Clarify Instruction
The Current State of Student Writing
The Recursive Nature of Learning to Write
When, Where, and How to Attend to Sentences
Aspects of Error and Style Meriting Attention
Responding to Sentence-Level Problems of ESL Students
7 Orchestrating the Research Paper
Key Elements
The Research Paper: Differing Conceptions and Goals
Effective Guidance for Students’ Research Projects
Creating Opportunities for Presentation and Exchange
Advice for Preventing Plagiarism
8 Links between Writing, Reading, Discussion, and Oral Presentation
Key Elements
Maximizing Personal Engagement and Collegial Interaction
Strategies for Encouraging Effective Reading
Strategies for Encouraging Good Discussion
Strategies for Effective Oral Presentations
"Controlled Drift"
9 Strategies for Including Writing in Large Courses
Key Elements
Enlarging Conceptions of Writing for Large Courses
Assigning Less to Achieve More
Assigning Writing That Is Not Graded (or Even Read)
Responding to Writing: Taking Time to Save Time
Making the Best Use of Discussion Sections and Teaching Assistants
Offering Optional Sections or Assignments for Highly Motivated Students
Assigning Group Projects
Using Writing Centers to Help with Instruction
The Transforming Power of Words
10 Teaching as a Work in Progress
Key Elements
A Course as a Work in Progress
Learning from Experience: Record Keeping
Conclusion
National Implications, Local Practices
Works Cited
Index
Authors
Katherine Gottschalk
The Walter C. Teagle Director of First-Year Writing Seminars and a Senior Lecturer in the Department of English, Katherine K. Gottschalk (BA, MA, PhD, University of Chicago) has taught at Cornell University since 1977, joining the administration of the Knight Institute in 1982 and assuming the position of Director of First-Year Writing Seminars in 1988. She is a recipient of the Clark Award for Distinguished Teaching. As director of Cornells First-Year Writing Seminars, Gottschalk attends to the administrative needs of this far-ranging program, also participating in preparatory programs for graduate student instructors and faculty. Gottschalks publications include The Elements of Teaching Writing: A Resource for Instructors in All Disciplines (Bedford,/St. Martin’s, 2004), co-authored with her colleague, Keith Hjortshoj, director of Cornells Writing in the Majors program, and essays on composition program and writing program administration, such as “The Ecology of Response to Student Essays” (ADE Bulletin, 2003); “‘You Are the Writing Program’: An Historical Perspective on TAs and the Teaching of Writing at Cornell,” in Local Knowledges, Local Practices: Cultures of Writing at Cornell (ed. Jonathan Monroe; U. Pittsburgh Press, 2003); and “Contact Zones: Composition’s Content in the University” (in Professing in the Contact Zone: Bringing Theory and Practice Together, ed. Janice M. Wolff, NCTE, 2002). Her article “The Writing Program in the University” (ADE Bulletin, Winter, 1995) was reprinted in The Allyn & Bacon Sourcebook for Writing Program Administrators (ed. Irene Ward and William Carpenter, 2002).
Keith Hjortshoj
Keith Hjortshoj (Cornell University) is the Director of Writing in the Majors in the Knight Institute for Writing in the Disciplines at Cornell University. He is also a senior lecturer in the Writing Workshop, which offers courses and services for students who encounter difficulty with writing and reading, especially in the first year of college. He has worked extensively with faculty development and teacher training across the curriculum. Currently, Hjortshoj is developing courses, workshops, and a book on writing for graduate students.
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