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Writing as a Subject
This is a selection from the rich material available on teaching writing at the university level. It shows some of the rhetorical and linguistic theory on which writing programs are based, indicates the types of research done, and sets out practical ways of helping students outside and inside classrooms. Many items focus on teaching students whose first language is not English. A few are aimed specifically at administrators of writing programs.
All of these items are available at U. of T. libraries or have been ordered. Some of the articles are in the binder Practical Articles on Teaching Writing in the Disciplines, held in the Teaching and Learning Resource Centre, Room 4016, Robarts Library.
For a longer fully annotated list, see the 1994 Arts and Science report, Inventory of Resources for Teaching Writing in the Disciplines (also available in the Teaching and Learning Resource Centre, under the call number PE 1405 .C2P76 1993 GENR).
- Allen, Guy, ed. No More Masterpieces: Short Prose by New Writers. Toronto: Canadian Scholars' Press, 1989. Pieces written in an Expressive Writing class at U of T at Mississauga. The high quality of this simple prose should encourage prospective teachers.
- Anson, Chris M., ed. Writing and Response: Theory, Practice and Research. Urbana IL: National Council of Teachers of English, 1989. Stimulating discussions of the ways instructors comment on student writing; advice on how we should do so.
- Baron, Dennis. Declining Grammar and Other Essays on the English Vocabulary.Urbana IL: National Council of Teachers of English, 1989. An amusing set of pieces about the tangles we get into trying to uphold grammatical "rules," and about the odd ways of English usage.
- Belcher, Diane and George Braine, eds.. Academic Writing in a Second Language: Essays on Research and Pedagogy. Norwood, NJ: Ablex Publishing, 1995. Analysis of pedagogical issues, especially those that affect graduate-level learners.
- Cumming, Alister, ed. Socio-Political Aspects of ESL. Toronto: Ontario Institute for Studies in Education Press, 1992. A stimulating collection of articles about the kinds of challenges learners of English face, includig those created by the institutions teaching them.
- Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching. New York: Oxford University Press, 1986. Shows how a wise composition instructor can teach students to think critically and creatively.
- Fearing, Bertie E. and W. Keats Sparrow, eds. Technical Writing: Theory and Practice. New York: Modern Language Association, 1989. Studies processes of writing in the workplace; discusses various methods of teaching technical writing as a separate subject.
- Flower, Linda and J.R. Hayes, "A Cognitive Process Theory of Writing," College Composition and Communication, 32 (1981), 365-87. The classic analysis of the writing process in terms of cognition and rhetorical strategy.
- Freedman, Aviva and Ian Pringle. "Writing in the College Years: Some Indices of Growth," College Composition and Communication 31 (1980), 311-324. Based on a study at Carleton University, shows that language correctness breaks down temporarily when students meet a new cognitive challenge.
- Goldstein, Lynn M. and Susan M. Conrad. "Student Input and Negotiation of Meaning in ESL Writing Conferences," TESOL Quarterly 24 (1990), 443-459. Advises tutors on ways to encourage deep revision, not just language correcting.
- Harris, Muriel. Teaching One-to-One: The Writing Conference. Urbana, IL: NCTE, 1986. Essential reading for new tutors; gives trustworthy practical advice.
- Hartwell, Patrick. "Grammar, Grammars, and the Teaching of Grammar," College English, 47:2 (February 1985), 105-127. Points out the various meanings of grammar (patterns in common use, theory of syntax, linguistic etiquette); cites research and linguistic theory to show the limited relationship between knowing rules and being able to write well.
- Hillocks, George, Jr. Research in Written Composition. Urbana IL: ERIC Clearinghouse on Reading and Communication Skills, 1986. A review and bibliography of composition research since 1963. Asserts that grammar instruction by itself is often counter-productive, affirms value of peer editing.
- Graves, Roger. Writing Instruction in Canadian Universities. Winnipeg: Inkshed Publications, 1994. An illuminating history of the reluctance of Canadian universities to include writing instruction within their curriculum.
- Leki, Ilona. Understanding ESL Writers: A Guide for Teachers. Portsmouth, NH: Boynton/Cook Heinemann, 1992. Good introduction to language acquisition theories; gives advice to non-ESL instructors too.
- Li, Xiao-Ming. "Good Writing" in Cross-Cultural Context. Albany: State University of New York Press, 1996. An intriguing comparison of US and Chinese high-school teachers' reactions to sample composition from both countries. Discusses cultural differences in expectations, but also reveals many similarities.
- Lindemann, Erika. A Rhetoric for Writing Teachers, 2nd ed. New York: Oxford, 1987. A thorough overview of current theories, basic points of rhetoric and grammar, and good classroom practices. Summarizes current scholarship and gives practical guidance.
- Logan, Robert K. The Fifth Language: Learning a Living in the Computer Age. Toronto: Stoddart, 1995. A neo-McLuhanist book by a U. of T. professor of Physics calling for more attention to the new literacy created by computer reading and writing. Sensible words on writing instruction and the limitations of style-checkers..
- McLeod, Susan H. and Margot Soven, eds. Writing Across the Curriculum: A Guide to Developing Programs. Sage, 1992. Strong words on the pitfalls of badly planned writing programs.
- Noguchi, Rei. Grammar and the Teaching of Writing: Limits and Possibilities. Urbana IL: NCTE, 1991. A detailed technical analysis of the interrelationship of grammar and good writing, ending with specific tips to teach students a few essential concepts for revising their own writing.
- North, Stephen M. "The Idea of a Writing Center," College English 46 (1984), 433-446. The classic affirmation that a writing center teaches students rather than just improving specific papers; discusses common misconceptions
- Ong, Walter. "Literacy and Orality in Our Times," 36-49 in Gary Tate and Edward P.J. Corbett, eds. The Writing Teacher's Sourcebook. New York: Oxford University Press, 1981. An influential description of the kinds of orality that characterize popular culture, pointing out the artificial constraints of academic literacy.
- Schryer, C. and L. Steven, eds. Contextual Literacy: Writing Across the Curriculum Winnipeg: Inkshed Publications, 1995. A collection of practical articles analysing situations for teaching writing in Canadian universities, including one by Margaret Procter about students at U of T at Mississauga.
- Selfe, Cynthia L. and Susan Hilligoss, eds. Literacy and Computers: The Complications of Teaching and Learning with Technology. New York: Modern Language Association, 1994. Changes in students' expectations of literacy necessitate changes in our teaching.
- Sommers, Nancy. "Revision Strategies of Student Writers and Experienced Adult Writers." College Composition and Communication 31 (1980), 378-385. Uses theory and observational research to define efficient revision strategies.
- Paré, Anthony. "Toward a Post-Process Pedagogy; or, What's Theory Got to do with it?" English Quarterly, 1994: 26:2, 4-9. A fine brief article indicating ways to apply current awareness about texts and writers to the teaching of composition.
- Reid, Joy M. Teaching ESL Students. Englewood Cliffs, N.J.: Regents/Prentice Hall, 1993. Detailed advice on setting up ESL courses, organizing class work, conferencing with individual students. Questions and exercises, some sample student assignments. Excellent annotated bibliography.
- Rose, Mike. Lives on the Boundary: The Struggles and Achievements of America's Underprepared. New York: Macmillan Free Press, 1989. An autobiographical account of being a "remedial" learner and teaching remedial classes. Puts concerns about correct language use into context; shows ways to help all students think and write critically.
- Severino, Carol. "The 'Doodles' in Context: Qualifying Claims about Contrastive Rhetoric," Writing Center Journal, 14 (Fall 1993), 44-62. Uses writing-centre research to suggest multiplicity of ideas about structural and stylistic expectations in L2 students' cultures.
- Shaughnessy, Mina. Errors and Expectations. New York: Oxford University Press, 1977. A seminal work from CUNY's open admissions policy a generation ago. Still relevant: shows how to read student work as representing a stage in learning, not just a demonstration of deficiencies.
- Silva, Tony. "L1 vs L2 Writing: ESL Graduate Students' Perception." TESL Canada Journal 10 (1992), 27-48. Visa graduate students eloquently describe their difficulties in adjusting to academic writing in the new culture.
- Swan, Michael and Bernard Smith, eds. Learner English: A Teacher's Guide to Interference and Other Problems. Cambridge: Cambridge University Press, 1987. Detailed accounts of linguistic and rhetorical patterns in specific non-English-speaking cultures. Covers pronunciation and grammatical patterns, expected structures of prose in home cultures, and cultural patterns that govern interaction with teachers.
- Tucker, Amy. Decoding ESL: International Students in the American College Classroom. Portsmouth, NH: Boynton/Cook/Heinemann, 1995. Readable account of students' needs, problems and coping strategies in L2 courses.
- Warshauer Freedman, Sarah. Response to Student Writing, Research Report No. 22. Urbana, Illinois: National Council of Teachers of English, 1987. A solidly research ed account of the ways that successful teachers write comments and counsel students individually.
- White, Edward M. Teaching and Assessing Writing, 2nd ed. San Francisco: Jossey-Bass, 1994. A thorough discussion of practical concerns in administering writing programs; old-fashioned but solid ideas.
- Winsor, Dorothy. Writing Like an Engineer: A Rhetorical Education. Mahwah, N.J.: Lawrence Erlbaum, 1996. A thorough and well-written ethnographic account of the ways four co-op students picked up methods and expectations of practical writing situations.
Written by Dr. Margaret Procter, Coordinator, Writing Support, University of Toronto.
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