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Concepts in Composition: Theory and Practices in the Teaching of Writing

Irene L. Clark (California State University, Northridge, USA)



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03 June 2019
Communication studies; Teaching of a specific subject
Concepts in Composition is designed to foster reflection on how theory impacts practice, allowing prospective teachers to assume the dual role of both teacher and student as they enter the discipline of Writing Studies and become familiar with some of its critical conversations. Now in its third edition, the volume offers up-to-date scholarship and a deeper focus on diversity, both in the classroom and in relation to Writing Studies and literacy more broadly. This text continues to offer a wealth of practical assignments, classroom activities, and readings in each chapter. It is the ideal resource for the undergraduate or graduate student looking to pursue a career in writing instruction.
By:   Irene L. Clark (California State University Northridge USA)
Imprint:   Routledge
Country of Publication:   United Kingdom
Edition:   3rd New edition
Dimensions:   Height: 254mm,  Width: 178mm, 
Weight:   1.021kg
ISBN:   9781138088641
ISBN 10:   1138088641
Pages:   466
Publication Date:   03 June 2019
Audience:   College/higher education ,  Further / Higher Education ,  A / AS level
Format:   Hardback
Publisher's Status:   Active
Table of Contents Processes: Approaches and Issues Irene L. Clark Reading(s) Composing Behaviors of One-and Multi-Draft Writers Author: Muriel Harris (1989) Source: College English, 51 (2): 174-190 Author: Mary Jo Reiff (2006) Source: In Relations, Locations, Positions: Composition Theory for Writing Teachers. Eds. Peter Vandenberg, Sue Hum, Jennifer Clary-Lemon. NCTE: Urbana IL, 157-206 Invention: Issues and Strategies Irene L. Clark Reading: Rigid Rules, Inflexible Plans, and the Stifling of Language, A Cognitivist Analysis of Writer's Block Author: Mike Rose (1980) Source: College Composition and Communication, 31(4): 389-401 Revision: Issues and Strategies Betty Bamberg and Irene L. Clark Reading: Revision Strategies of Student Writers and Experienced Adult Writers Author: Nancy Sommers (1980) Source: College Composition and Communication, 31(4): 378-388 Audiences Irene L. Clark Reading: Closing My Eyes as I speak: An Argument for Ignoring Audience Author: Peter Elbow (1987) Source: College English, 49(1): 50-69 Genre, Transfer, and Related Issues Irene L. Clark Reading: Emphasizing Similarity but Not Eliding Difference : Exploring Sub- Disciplinary Differences as a Way to Teach Genre Flexibly Katherine Schaefer (2015) WAC Journal, 26: 36-55 Reading/Writing Connections Irene L. Clark Reading: Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom Author: Michael Bunn (2013) Source: College Composition and Communication, 64(3): 496-516 Assessment: Issues and Controversies Julie Neff-Lippman Reading: Across the Drafts Author: Nancy Sommers (2006) Source: College Composition and Communication, 58: 248-257 Teaching Multilingual Students in a Composition Class Olga Griswold and John Edlund Reading: Promoting Grammar and Language Development in the Writing Class: Why, What How, and When Author: Dana R. Ferris (2016) Source: In Teaching English Grammar to Speakers of Other Languages. Ed. E. Hinkel. New York: Hinkel (2016) pp. 222-245 Language, Linguistic Diversity, and Writing Sharon Klein Reading: Clarifying the Multiple Dimensions of Monolingualism: Keeping Our Sights on Language Politics Authors: Missy Watson and Rachael Shapiro (2018) Source: Composition Forum, 38, http://compositionforum.com/issue/38/ Issues in Digital and Multimodal Writing: Composition Instruction for the 21st Century Jennifer Sheppard Reading: The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing Author: Cynthia L. Selfe (2009) Source: College Composition and Communication, 60(4): 616-663

Irene L. Clark is Professor of English, Director of Composition, and Director of the Master's Option in Rhetoric and Composition at California State University, Northridge. She previously taught at the University of Southern California (USC), where she also co-directed the university's Writing Program and directed its Writing Center. She has authored several textbooks for both undergraduate and graduate students and written a number of articles concerned with Writing Studies, genre, and transfer. Her recent scholarly interest is in the interconnection between literacy and current work in neuroplasticity-the ability of the brain to alter in response to experience. She holds a B.A. in Music from Hunter College, an M.A. in English from Columbia University, and a Ph.D. in English Literature from USC.

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