From answering the question 'Why teach writing?' to offering guidance in managing group work and responding to assignments, this book provides an introduction to the teaching of writing. It includes a chapter on teaching with computers, and covers prewriting techniques, organizing material, paragraphing, sentence structure, words, and revising. Preface xi Acknowledgments xiii ONE THE COMPOSING PROCESS Why Teach Writing? 3(7) Writing as Economic Power 4(1) Writing as Social Necessity 5(1) Writing as Knowing 5(2) The Humanistic Perspective 7(1) An Overview of This Book 8(2) What Is Writing? 10(12) The Addresser 11(1) The Addressee 12(2) Context 14(1) Message 14(1) Contact 15(1) Code 15(3) Summary and Applications 18(4) What Does the Process Involve? 22(15) What Experience Tells Us 22(2) Published Accounts of the Process 24(1) Prewriting 25(2) Writing 27(2) Rewriting 29(3) Writing as Social Interaction 32(5) TWO RHETORICAL THEORY AND PRACTICE What Do Teachers Need to Know about Rhetoric? 37(23) Preliminary Questions 37(2) What Is Rhetoric? 39(2) Classical Rhetoric 41(4) Medieval and Renaissance Rhetoric 45(3) The Renaissance to the Twentieth Century 48(4) Contemporary Rhetoric 52(6) Conclusion 58(2) What Do Teachers Need to Know about Linguistics? 60(26) Writing and Speech 62(1) The Nature of Language 63(3) Grammar and Usage 66(8) Approaches to Grammar 74(4) Structural Grammar 78(1) Generative-Transformational Grammar 79(4) The Association Model 83(3) What Do Teachers Need to Know about Cognition? 86(23) Creativity 87(1) Perception 88(5) Conception 93(1) Piaget 94(4) Moffett 98(2) Perry and Magolda 100(6) Implications 106(3) Prewriting Techniques 109(21) Perception Exercises 110(2) Brainstorming and Clustering 112(2) Freewriting 114(1) Journals 115(3) Heuristics 118(8) Models 126(4) Shaping Discourse 130(16) Form Consciousness 130(1) Discovering Form 131(5) Strategies for Teaching Form 136(2) Blocking 138(3) D' Angelo's Paradigms 141(5) Teaching Paragraphing 146(17) Traditional Views of the Paragraph 146(1) How Writers Paragraph 147(3) Relating Part to Whole 150(1) Generative Rhetoric of the Paragraph 151(4) A Sequence of Lessons 155(8) Teaching about Sentences 163(12) Sentence Combining 166(4) Cumulative Sentences 170(5) Teaching about Words 175(14) Parts of Speech 177(1) Active and Passive Voice 178(2) Derivational and Inflectional Affixes 180(2) Style 182(2) Additional Resources 184(2) Suggestions for Teaching Students about Language 186(3) Teaching Rewriting 189(24) Changing Attitudes 189(6) Writing Strategies Applied to Rewriting: Finding the Subject 195(2) Rewriting: Finding the Shape of Discourse 197(3) Rewriting: Finding Relationships in Paragraphs 200(2) Rewriting: Finding Sentence Problems 202(2) Writing Workshops 204(4) Student-Generated Criteria 208(5) THREE TEACHING AS RHETORIC Developing Writing Assignments 213(9) Traditional Assignments 213(2) Defining a Rhetorical Problem 215(7) Responding to Student Writing 222(30) The Basics and Testing 222(2) Describing, Measuring, Judging 224(2) Diagnostic Reading 226(4) Teaching through Comments 230(13) Self-Evaluation 243(1) Atomistic Evaluation 244(1) Holistic Evaluation 245(3) Handling the Paper Load 248(4) Designing Writing Courses 252(28) Teaching as Rhetoric 252(2) General Principles of Course Design 254(2) Course Models 256(2) Active and Collaborative Learning 258(3) Preliminary Decisions 261(3) Course Outlines 264(2) Lesson Plans 266(4) The Teaching Performance 270(10) Teaching Writing with Computers 280(25) How Have Computers Been Used to Teach Writing? 281(1) Why Use Computers? 282(3) General Guidelines for Teaching with Computers 285(4) Word Processors 289(3) E-Mail 292(2) Newsgroups and Web Forums 294(1) Synchronous Communication 295(3) Courseware 298(1) The World Wide Web 299(6) Afterword 305(1) Some Important Dates in the History of Composition and Rhetoric 306(9) A Selected Bibliography 315(1) List of Works Consulted 316(23) Index 339