Teaching Lives: Essays and StoriesUtah State University Press, 1997 - 346 pagini In Teaching Lives, Wendy Bishop gathers twenty-three of her own critical essays from diverse sources, and sets them in the context of her current thinking about composition and teaching. Individually, these essays address a range of critical and pedagogical issues in the teaching of writing. As a collection, they represent Bishop's best work and make a coherent, accessible statement from a prominent scholar at mid-career. This "portable Bishop," then, will give readers in one volume what has been unique about Bishop's prolific contribution to compositon studies since the mid-1980s. Pedagogically process- and response-oriented, she advocates invention-based, exploratory writing for students at all levels. As a researcher, her approach is ethnographic. And in her work with new teachers, she encourages self-study--teacher-research and reflection--as a means toward an informed professional stance. Teaching Lives combines her interest in composition, literature, research, and creative writing and explores the connections among them. Above all, throughout this important work, Bishop affirms and celebrates teaching, the teacher's life, and living a life in teaching. |
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Pagina 1
... classroom often seems more productive or more demanding than another classroom . Like all teachers , I experience doubt and elation , the confusion of circumstances ( “ Do I attribute this moment to genre , personality , age , accident ...
... classroom often seems more productive or more demanding than another classroom . Like all teachers , I experience doubt and elation , the confusion of circumstances ( “ Do I attribute this moment to genre , personality , age , accident ...
Pagina 2
... classroom experiences . In 1988 , " Designing " grew out of my desire to share my teaching practices with other teachers . Having committed to collaborative and process - oriented classroom goals , I needed to make my writing groups ...
... classroom experiences . In 1988 , " Designing " grew out of my desire to share my teaching practices with other teachers . Having committed to collaborative and process - oriented classroom goals , I needed to make my writing groups ...
Pagina 152
... classroom ; Richard Murphy illustrates how he could not avoid this classroom ; and Robert Brooke suggests that our field's movement to process pedagogy has made this classroom inevitable . And for all we know at this time , social - con ...
... classroom ; Richard Murphy illustrates how he could not avoid this classroom ; and Robert Brooke suggests that our field's movement to process pedagogy has made this classroom inevitable . And for all we know at this time , social - con ...
Cuprins
Composing Ourselves in the Writing Classroom | 1 |
Helping Peer Writing Groups Succeed | 14 |
Designing A Writing Portfolio Evaluation System | 25 |
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