Writing to learn
Subtitle: strategies for assigning and responding to writing across the disciplines
By: Mary Deane Sorcinelli, Peter Elbow, editors.
Contributors: Sorcinelli, Mary Deane.; Elbow, Peter.
Series: New directions for teaching and learning -- no. 69; The Jossey-Bass higher and adult education series
Publisher: Jossey-Bass
Published: 1997
Place of publication: San Francisco, Calif
Language: eng
Number of pages: 154
Subjects: Academic writing -- Study and teaching (Higher) -- United States; Interdisciplinary approach in education; English language -- Rhetoric
Description: "This volume of New Directions for Teaching and Learning traces the authors' move from a focus on disciplinary writing to a focus on students' learning. In these chapters, teachers of writing and teachers of other disciplines explore the use of different types of writing tasks - often called high stakes assignments and low stakes or writing to learn assignments. They see writing not only as improving students' communicative abilities in their disciplines but also as helping students to learn. And once faculty begin to think about students as learners, the road to good teaching is discernible. Writing not only makes learning more visible, it makes teaching more visible and brings teachers' existing practices into the foreground. The result often is a movement toward more reflective, active, and collaborative teaching as well as learning."--BOOK JACKET.
Notes: "Spring 1997."

Includes bibliographical references and index.
Table of contents: title: High stakes and low stakes in assigning and responding to writing -- Peter Elbow; title: Writing back and forth : class letters -- Toby Fulwiler; title: Mentoring, modeling, monitoring, motivating : response to students' ungraded writing as academic conversation -- Art Young; title: Peer response to low stakes writing in a WAC literature classroom -- M. Elizabeth Sargent.; title: Student writing in philosophy : a sketch of five techniques -- Stephen M. Fishman; title: Developing and responding to major writing projects -- Anne J. Herrington; title: Negotiating the margins : some principles for responding to our students' writing, some  strategies for helping students read our comments -- Elizabeth Hodges; title: When less is more : principles for responding in the disciplines -- Ronald F. Lunsford; title: In our own voices : using recorded commentary to respond to writing -- Chris M. Anson; title: Responding to writing on-line -- Gail E. Hawisher, Charles Moran; title: Grading student writing : making it simpler, fairer, clearer -- Peter Elbow -- The; title: role of faculty development programs in helping teachers to improve student learning through writing-- Elizabeth Ann Caldwell, Mary Deane Sorcinelli.