Writing in the Majors [electronic resource] : A Guide for Disciplinary Faculty / Alice G. Brand.
At the intersection of teaching and learning, this guide is intended to introduce and update disciplinary faculty on contemporary writing principles and pedagogy. In addition, it is designed to: alert faculty to the ways in which effective writing helps students not only show what they have learned...
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| Online Access: |
Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1998.
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| Subjects: |
MARC
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| 100 | 1 | |a Brand, Alice G. | |
| 245 | 1 | 0 | |a Writing in the Majors |h [electronic resource] : |b A Guide for Disciplinary Faculty / |c Alice G. Brand. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 471 p. | ||
| 500 | |a ERIC Document Number: ED421723. | ||
| 500 | |a ERIC Note: "Endnotes will be published separately.". |5 ericd. | ||
| 520 | |a At the intersection of teaching and learning, this guide is intended to introduce and update disciplinary faculty on contemporary writing principles and pedagogy. In addition, it is designed to: alert faculty to the ways in which effective writing helps students not only show what they have learned but also to learn, generate, and communicate knowledge; recognize the form the literature of their discipline takes; identify what constitutes competent writing in a particular field; promote writing as a natural and regular part of content area instruction; help students begin to live the mental lives of their professional counterparts; produce student writing that is readable, lucid, and logical and seeks applicability within and beyond the academic discipline; help faculty respond insightfully to writing; know when students need help in writing/thinking that disciplinary faculty can no linger give; and create in departments and/or the college community a philosophical coherence on writing instruction. Chapters in the guide are (1) "Introduction"; (2) "Prewriting and Invention"; (3) "Drafting and Revising"; (4) "Editing and Proofreading"; (5) "Processes of Inquiry"; (6) "Using Sources"; (7) "Research Project or Critical/Analytical Paper"; (8) "Academic Forms of Writing"; (9) "Designing Writing Assignments"; (10) "Sequencing Writing Assignments"; (11) "Responding to and Evaluating Writing"; and (12) "Collaboration, Conferences, and Computers." A three-part appendix contains evaluation forms; checklists; exercises; articles on topics such as stress, plagiarism, and the scientific method; course descriptions, course proposal guidelines, and ways to evaluate textbooks. (RS) | ||
| 650 | 0 | 7 | |a Academic Discourse. |2 ericd. |
| 650 | 1 | 7 | |a Content Area Writing. |2 ericd. |
| 650 | 0 | 7 | |a Editing. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Proofreading. |2 ericd. |
| 650 | 1 | 7 | |a Writing Assignments. |2 ericd. |
| 650 | 0 | 7 | |a Writing Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Writing Improvement. |2 ericd. |
| 650 | 1 | 7 | |a Writing Processes. |2 ericd. |
| 650 | 0 | 7 | |a Writing Skills. |2 ericd. |
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