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Katherine L. Weese - Teaching Academic Literacy: The Uses of Teacher-Research in Developing a Writing Program

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Teaching Academic Literacy provides a unique outlook on a first-year writing programs evolution by bringing together a group of related essays that analyze, from various angles, how theoretical concepts about writing actually operate in real students writing. Based on the beginning writing program developed at the University of Wisconsin-Madison, a course that asks students to consider what it means to be a literate member of a community, the essays in the collection explore how students become (and what impedes their progress in becoming) authorities in writing situations. Key features of this volume include: * demonstrations of how research into specific teaching problems (e.g., the problem of authority in beginning writers work) can be conducted by examining student work through a variety of lenses such as task interpretation, collaboration, and conference, so that instructors can understand what factors influence students, and can then use what they have learned to reshape their teaching practices; * adaptability of theory and research to develop a course that engages basic writers with challenging ideas; * a model of how a large writing program can be administered, particularly in regards to the integration of research and curriculum development; and * integration of literary and composition theories.

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title Teaching Academic Literacy The Uses of Teacher-research in - photo 1

title:Teaching Academic Literacy : The Uses of Teacher-research in Developing a Writing Program
author:Weese, Katherine L.
publisher:Lawrence Erlbaum Associates, Inc.
isbn10 | asin:0805828028
print isbn13:9780805828023
ebook isbn13:9780585189642
language:English
subjectEnglish language--Rhetoric--Study and teaching--Case studies, English language--Rhetoric--Study and teaching--Wisconsin--Madison, Academic writing--Study and teaching--Wisconsin--Madison, Academic writing--Study and teaching--Case studies.
publication date:1999
lcc:PE1404.T368 1999eb
ddc:808/.042/070775
subject:English language--Rhetoric--Study and teaching--Case studies, English language--Rhetoric--Study and teaching--Wisconsin--Madison, Academic writing--Study and teaching--Wisconsin--Madison, Academic writing--Study and teaching--Case studies.
Page iii
Teaching Academic Literacy
The Uses of Teacher-Research in Developing a Writing Program
Edited by
Katherine L. Weese
Hampden-Sydney College
Stephen L. Fox
Indiana University-Purdue University Indianapolis
Stuart Greene
University of Notre Dame
Picture 2
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
Mahwah, New Jersey London
Page iv
Copyright 1999 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without prior written permission of the publisher.
Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, NJ 07430
Cover design by Kathryn Houghtaling Lacey
Library of Congress Cataloging-in-Publication Data
Teaching academic literacy : the uses of teacher-research in
developing a writing program / edited by Katherine L. Weese,
Stephen L. Fox, Stuart Greene.
p. cm.
Includes bibliographical references and indexes.
ISBN 0-8058-2802-8 (cloth : alk. paper) - ISBN
0-8058-2803-6 (pbk. : alk. paper).
1. English Language-Rhetoric-Study and teach
ingCase studies. 2. English language-Rheto
ric-Study and teaching-Wisconson-Madison. 3.
Academic writing-Study and teaching-Wisconsn
Madison. 4. Academic writing-Study and teach
ing-Case studies.
I. Weese, Katherine L. II. Fox, Stephen L. III. Greene,
Stuart.
PE1404.T368 1999
808'.042'070775-dc21 98-37046
CIP
Books published by Lawrence Erlbaum Associates are printed
on acid-free paper, and their bindings are chosen for strength
and durability.
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
Page v
To Jeanine, Dan, and our students
Page vii
CONTENTS
Foreword
Barbara Walvoord
ix
Preface
Linda Flower
xi
Introduction: The Value of the University of
Wisconsin-Madison's First-Year Writing Curriculum
Stephen L. Fox, Stuart Greene, Katherine L. Weese
xiii
Part I: The Wisconsin Program
1
Learning From Students: An Approach to
Teaching Beginning College Writers
Katherine L. Weese
3
2
Inviting Students to Join the Literacy Conversation:
Toward a Collaborative Pedagogy for Academic Literacy
Stephen L. Fox
21
3
"Only Connect": Sequencing Assignments in the
Beginning Writing Classroom
Katherine L. Weese
45
Part II: Classroom Research Studies
4
The Legacy of Schooling: Secondary School
Composition and the Beginning College Writer
Nicholas Preus
67

Page viii
5
How Beginning Writing Students Interpret the
Task of Writing an Academic Argument
Stuart Greene
85
6
Intertextuality, Genre, and Beginning Writers:
Mining Your Own Texts
Marie C. Paretti
119
7
The Dialogic Writing Conference:
Negotiating and Predicting the Role of Author
Jana French
135
8
Teaching Talk about Writing:
Student Conflict in Acquiring a New Discourse of Authorship Through Collaborative Planning
Stuart Greene And Erin Smith
149
9
The Study of Error
David Bartholomae
175
Afterword: A Nation of Authors
Deborah Brandt
195
Appendix A: Major Assignments in the UW-Madison Literacy Course
201
Appendix B: Prewriting Exercises and Writing Assignments to Aid Students in
Composing the Formal Papers
205
Appendix C: Suggested Readings
213
Author Index
215
Subject Index
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