National Writing Project (School Curriculum Development Committee)

Writing and GCSE by National Writing Project (U.S.)( Book )

1 edition published in 1990 in English and held by 25 WorldCat member libraries worldwide

Writing partnerships by National Writing Project (U.S.)( Book )

1 edition published in 1990 in English and held by 22 WorldCat member libraries worldwide

Responding to and assessing writing by National Writing Project (School Curriculum Development Committee)( Book )

2 editions published between 1989 and 1990 in English and held by 20 WorldCat member libraries worldwide

Writing partnerships by National Writing Project (U.S.)( Book )

1 edition published in 1990 in English and held by 20 WorldCat member libraries worldwide

If Maslow taught writing : a way to look at motivation in the composition classroom by Ada Hill( Book )

1 edition published in 1982 in English and held by 17 WorldCat member libraries worldwide

Intended for use by teachers at both the college and the secondary school level, this booklet describes a method of getting students to write using the motivation theories developed by the psychologist Abraham Maslow. The first chapter of the booklet reviews Maslow's basic principles as they apply to the teaching of writing, but includes a cautionary note to the effect that interested persons would do better to read Maslow in the original. The second chapter discusses the tools and methods available to teachers for assessing students' writing needs, while the third outlines a number of general motivational strategies for use in the classroom. The fourth chapter deals with designing writing assignments that meet students' needs and goals, and the fifth explains how to implement this type of writing program. A short list of resource references concludes the booklet. (RBW)

The great grammar myth by Suzette Haden Elgin( Book )

2 editions published in 1982 in English and held by 17 WorldCat member libraries worldwide

Writing to think by Marlene Griffith( Book )

1 edition published in 1982 in English and held by 10 WorldCat member libraries worldwide

Inventio or discovery : some reflections on prewriting by Sabina Thorne Johnson( Book )

1 edition published in 1980 in English and held by 7 WorldCat member libraries worldwide

Prewriting involves the entire period of time (and necessary activities) which extends between knowing that one is going to write on something and knowing that one has found something specific and substantial to say about it. In classical rhetoric, prewriting is expressed by such terms as "inventio" (whereby the writer discovers ideas to write about) and "topoi" (the general probes or a series of questions one might ask about a subject in order to discover things to say about that subject). An intellectual approach to prewriting depends upon a formal set of questions, the equivalent of classical topoi. The intuitional approach, on the other hand, seeks to generate ideas by forcing the writer to dredge up from the subconscious the impression of the material that is stored there. There is some confusion of whether prewriting processes should be linear or alinear, sequential of simultaneous, methodically imposed or organically generated. Proponents of the intellectual approach would make the first choice in each instance. However, there is no real order for creativity--it just happens. Teachers of writing can and should come to understand a great deal about composing through careful observation, introspection, contemplation, and reflection. For what teachers of writing need, but have not had, is a reservoir of wisdom and sophistication about writing upon which to draw. (Hod)

A model for the composing process by Miles Myers( Book )

1 edition published in 1980 in English and held by 5 WorldCat member libraries worldwide

Never mind the trees : what an English teacher really needs to know about linguistics by Suzette Haden Elgin( Book )

1 edition published in 1980 in English and held by 4 WorldCat member libraries worldwide

There are several things that English teachers at all educational levels need to know about linguistics. They must know, for example, that the terms "grammar, ""dialect," and "register" have special meanings for the linguist. In addition, they must know the following: (1) regardless of language, a normal child will begin to speak at about 18 months and will have the grammar of the language mastered by about five and one half years; (2) all languages have noun-like and verb-like elements and there is no language that lacks the mechanisms of grammar; (3) a knowledge of linguistics provides a description of how English grammar works; (4) scientific techniques can be used to analyze a body of linguistic behaviors; (5) the history of the English language can provide answers to questions about language usage; (6) reading works perceptually and cognitively; (7) by the age of six years, children are equipped to perform inductive analysis of language; (8) language can be used to manipulate people; (9) linguistics is the most basic of all subjects; and (10) teachers should turn to linguists when they have a language problem in their classrooms. (FL)