Writing-Based Teaching Essential Practices and Enduring Questions
Writing-Based Teaching Essential Practices and Enduring Questions by Teresa Vilardi, published by SUNY Press on November 10, 2009, is a resource aimed at addressing the challenges and opportunities of writing-based teaching. This 220-page book offers practical guidance for educators looking to integrate writing into their curricula, drawing on the experiences of contributors from Bard College’s Institute for Writing and Thinking. The authors provide insights into making writing a central component of instruction across various subjects, including literature, composition, and mathematics.
Readers will find a collection of candid accounts and reflections that illustrate the impact of writing on student learning. The book discusses methods for fostering better writing skills, close reading, and reflective thinking among students. It also explores collaborative learning and revision techniques, making it relevant for writing center directors and educators interested in enhancing their teaching practices. Through its blend of philosophical insights and practical advice, this edition serves as a comprehensive guide for those engaged in writing education.
Official synopsis Publisher
Written by the team at Bard College’s Institute for Writing and Thinking, this book is designed to provide practical guidance regarding the challenges and potential of writing-based teaching, and suggestions for how to adapt the practices to particular classroom situations. The contributors share candid, first-hand accounts of what it is like to make writing central to teaching in secondary schools and colleges. As teachers of literature, composition, poetry, mathematics, anthropology, and education, they offer philosophical and theoretical reflections, practical guidance, and personal stories about how to help students become better, more-fluent writers, close readers, and reflective thinkers. This book will be of interest to writing center directors, for what it says about how to do collaborative learning and revision and seeing writing as a way to build community, and to writing teachers for how it demystifies freewriting, focused freewriting, and dialectical notebooks.
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