Teaching Students to Write

When it was first published, Teaching Students to Write earned a reputation for doing just that--helping instructors and prospective instructors teach their students how to write effectively. It was-and is-a student-centered, research-based text that combines scholarly theory with practical pedagogy to offer teachers a rich variety of strategies to meet their students' diverse needs. Extensively updated to reflect current research and theoretical scholarship, this revised edition is enhanced by in-depth discussions of collaborative learning and extensive exemplification of experiential or discovery learning. It now includes a full chapter on invention and prewriting heuristics, some important new approaches to teaching revision, a chapter devoted to designing effective assignments, and a chapter on teaching the rhetorical analysis that incorporates whole language pedagogical concepts and current literary theory. This text puts special emphasis on reaching gifted students and nonstandard-dialect speakers and suggests workable techniques for conducting conferences, responding to papers and assessing them fairly. The second edition is even richer in pedagogical apparatus for both writing teachers and their students-including duplicable Student Guidelines, Teaching Strategies sidebars, and chapter-ending questions that encourage discussion and essay-writing.

Table of Contents:
Abbreviations to Notes and Works Cited PART I. THE STUDENT 1: Teaching the Student PART II. THE WRITING PROCESS 2: Section A Teaching Expository Structure 3: Teaching Prewriting: Invention and Arrangement 4: Teaching the Writing Process 5: Teaching the Rewriting Stage: Structural Revision Section B Teaching Expository Style 6: Teaching Audience and Voice: Help from the Art of Rhetoric 7: Teaching Grammar and Syntax: Help from the Science of Linguistics 8: Stylistic Problems from Nonstandard Dialects Section C Teaching Special Kinds of Expository Essays 9: Teaching the Research Paper 11: Teaching Narrative Writing 12: Teaching Poetry Writing PART IV. THE TEACHER 13: Responding to Students' Work 14: Assigning Writing 15: The Personal Teaching Approach Works Cited Subject Index

Review :
Praise for the previous edition: "Teaching Students to Write has impressed me as something substantially different and above the other books on the teaching of writing....[Neman] has...created a book that is at once solid, deep, pedagogically appealing, and in many ways original."--Joseph M. Williams, University of Chicago "Excellent book. Best I've seen available."--Chris Saxild, Mt. Senario College "In Teaching Students to Write, second edition, Professor Neman combines her extensive experience in secondary and college English education, along with a broad understanding of composition and literary studies, to produce a textbook which should prove invaluable to anyone preparing to teach high-school English or freshman composition. We can find many books which discuss pedagogical composition theory, but Teaching Students to Write illustrates how the theory might translate into practical applications in the classroom." --Barbara Wenner, University of Cincinnati (on the first edition) "Teaching Students to Write has impressed me as something substantially different and above the other books on the teaching of writing....What sets it apart is the way in which [Beth Neman] has drawn on a vast scholarly literature, integrated it easily into the flow of her discussion about teaching, and created a book that is at once solid, deep, pedagogically appealing, and in many ways original."--Joseph M. Williams, University of Chicago "A fine book which proceeds from solid ideas about the nature of writing as a human process rather than as a mechanical product, this text is a challenging blend of rational theory and practical means of applying theory. As an English educator, I see it as a tool of immeasurable value."--Mark Gulesian, College of William and Mary "The best thing on the subject that I've ever seen,...a beautiful blend of content and methodology."--Bob Reising, Pembroke State University "Ms. Neman's notions of building confidence and breaking down student inhibitions are proper, valuable, and worthy ones which most of us who enjoy teaching composition hold."--Jerry L. Sullivan, California State University at Long Beach