The student-instructor dynamic has become more complex in recent years. Writing instructors, in particular, see the vulnerabilities expressed by students in their writing. This book provides a wide variety of theories and techniques for writing teachers on the integration of emotion into writing instruction. Current writing instructors, as well as students of the craft, can benefit from the ideas and strategies offered by a variety of practitioners in the field. This book includes offerings, such as theories in development, empirical studies, and lesson plans designed to benefit writing instructors and their students. …mehr
The student-instructor dynamic has become more complex in recent years. Writing instructors, in particular, see the vulnerabilities expressed by students in their writing. This book provides a wide variety of theories and techniques for writing teachers on the integration of emotion into writing instruction. Current writing instructors, as well as students of the craft, can benefit from the ideas and strategies offered by a variety of practitioners in the field. This book includes offerings, such as theories in development, empirical studies, and lesson plans designed to benefit writing instructors and their students.
Craig Wynne is currently Associate Professor in the English Department at the University of the District of Columbia. He has published in a variety of journals, such as Teaching English in the Two-Year College , Journal of American Culture , and Spark: A 4C4 Equality Journal .
Inhaltsangabe
Julie Christen: Learning to Feel: Engaging Emotions, Narratives, Values, and Commitments in Composition - Acknowledgments - Sandra Stanko: Leveraging Student Emotional Motivations in Effective Classroom Writing: A Model-Based Approach - K. Shannon Howard: "Dull Feelings of Just Getting By": Advanced Assistant Professor Experiences of Impasse and Mentorship - Rebecca Gerdes-McClain: Emotion in Teaching and Administering Writing: An Ethics of Care for Writing Teachers - Diana Epelbaum: Knowing Emotion: College Initiation and Self-Confrontation in the "Meta" Writing Classroom - James P. Barber/Ethan Youngerman: Integrative Learning as a Process for Linking Writing and Emotion - Crystal Sands: Peaceful Pedagogy: Teaching Writing from a Place of Peace - JimZimmerman/Cathryn Molloy: Affective Writing toward Feasible Futures: Helping Students Envision Triumph, Trauma, and Everything in Between - Jessica Schreyer/Laura Mangini/Sabatino Mangini: Authoring Well-being: Emotional Literacy as a Commonplace for First- Year Writing Pedagogy - Jessica Rose Corey: Inverting Aristotle's Relationship between Invention and Pathos: 17 Students Write to the Freedom Writers - Matthew Fledderjohann: Stirring Things Up: Rhetorical Dissonance in Writers' Revisions and Emotional Responses - Jeanne Hughes: First-Year Composition Students: Creating Their Own Stories - Todd Harper/Michayla Grey: We Awaken to Ourselves: Emotion, Reflective Writing, and the Study Abroad Experience - Rachel N. Spear : Honoring Contemplative Practices in the Writing Classroom: A Personal and Pedagogical Exploration - Ann Amicucci: Dear Professor: Forging Student-Teacher Relationships through Course Letters - Amanda M. May: Pet Pictures, Pop Culture, and GIF Game: (Re)Viewing Twitter as Multimodal Emotional Writing in First-Year Composition - SherryRankins-Robertson & Nicholas Behm : Performing Silence, Exhaustion, and Recovery: Articulating Faculty and Administrator Identity by Cultivating Mental Wellness - Contributors.
Julie Christen: Learning to Feel: Engaging Emotions, Narratives, Values, and Commitments in Composition - Acknowledgments - Sandra Stanko: Leveraging Student Emotional Motivations in Effective Classroom Writing: A Model-Based Approach - K. Shannon Howard: "Dull Feelings of Just Getting By": Advanced Assistant Professor Experiences of Impasse and Mentorship - Rebecca Gerdes-McClain: Emotion in Teaching and Administering Writing: An Ethics of Care for Writing Teachers - Diana Epelbaum: Knowing Emotion: College Initiation and Self-Confrontation in the "Meta" Writing Classroom - James P. Barber/Ethan Youngerman: Integrative Learning as a Process for Linking Writing and Emotion - Crystal Sands: Peaceful Pedagogy: Teaching Writing from a Place of Peace - JimZimmerman/Cathryn Molloy: Affective Writing toward Feasible Futures: Helping Students Envision Triumph, Trauma, and Everything in Between - Jessica Schreyer/Laura Mangini/Sabatino Mangini: Authoring Well-being: Emotional Literacy as a Commonplace for First- Year Writing Pedagogy - Jessica Rose Corey: Inverting Aristotle's Relationship between Invention and Pathos: 17 Students Write to the Freedom Writers - Matthew Fledderjohann: Stirring Things Up: Rhetorical Dissonance in Writers' Revisions and Emotional Responses - Jeanne Hughes: First-Year Composition Students: Creating Their Own Stories - Todd Harper/Michayla Grey: We Awaken to Ourselves: Emotion, Reflective Writing, and the Study Abroad Experience - Rachel N. Spear : Honoring Contemplative Practices in the Writing Classroom: A Personal and Pedagogical Exploration - Ann Amicucci: Dear Professor: Forging Student-Teacher Relationships through Course Letters - Amanda M. May: Pet Pictures, Pop Culture, and GIF Game: (Re)Viewing Twitter as Multimodal Emotional Writing in First-Year Composition - SherryRankins-Robertson & Nicholas Behm : Performing Silence, Exhaustion, and Recovery: Articulating Faculty and Administrator Identity by Cultivating Mental Wellness - Contributors.
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
