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John C. Bean
Engaging Ideas
Читать книгу Engaging Ideas - John C. Bean - Страница 1
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Страница 1
Table of Contents
List of Tables
Guide
Pages
ENGAGING IDEAS The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
Страница 8
Preface
John's Introduction of Coauthor Dan Melzer
Dan's Perspective on the Third Edition of
Engaging Ideas
Recent Developments Influencing the Third Edition
Field‐Specific Scholarship in Writing and Pedagogy
The “Writing about Writing/Transfer of Knowledge” Movement in Writing Studies
Use of Metacognition and Reflection for Self‐Assessment and Improved Peer Review
Emergence of a Translingualist Approach to Diversity in Language Practices, Media, and Genres
Growing Interest in Alternatives to Traditional Grading
Expanding Affordances of Classroom Technology and Social Media
What's New in the Third Edition?
What Hasn't Changed?
Signature Features of
Engaging Ideas
Intended Audience
Structure of the Book
Thanks and Acknowledgments
From John
From Dan
From Both of Us
About the Authors
1 Using Writing to Promote Thinking :
A Busy Professor's Guide to the Whole Book
Steps for Integrating Writing and Critical Thinking Activities into a Course
Step 1: Become Familiar with Some of the General Principles Linking Writing to Learning and Critical Thinking
Critical Thinking Rooted in Problems
Disciplinary versus Generic Domains for Critical Thinking
The Link between Writing and Critical Thinking
Step 2: Design Your Course with Critical Thinking Objectives in Mind
Step 3: Design Critical Thinking Tasks for Students to Address
Step 4: Develop a Repertoire of Ways to Give Critical Thinking Tasks to Students and to Coach Critical Thinking
Step 5: Develop Strategies to Include Exploratory Writing, Talking, and Reflection in Your Courses
Step 6: Develop Strategies for Teaching the Genres of Your Discipline and the Ways That These Genres Use Evidence to Support Claims
Step 7: When Assigning Formal Writing, Treat Writing as a Process
Four Discouraging Beliefs and Some Encouraging Responses
Misconception 1: Emphasizing Writing and Critical Thinking in My Courses Will Take Time Away from Content
Misconception 2: Writing Assignments Are Unsuitable in My Course
Misconception 3: Adding More Writing to My Course Will Bury Me in Paper Grading
Misconception 4: I Am Not Knowledgeable Enough about Writing and Grammar to Help Students with Their Own Writing
Conclusion: Engaging Your Students with the Ideas of Your Course
Страница 47
2 How Writing Is Related to Critical Thinking
Overview of the Writing Across the Curriculum and Critical Thinking Movements
Writing, Thinking, and a Dialogic View of Knowledge
The View of Knowledge Underlying Academic Writing
Teaching Multiple Drafts as a Thinking Process
Avoiding a Thesis: Three Cognitively Immature Essay Structures
“And Then” Writing, or Chronological Structure
“All About” Writing, or Encyclopedic Order
Data Dump Writing, or Random Organization
What Causes These Organizational Problems?
Pedagogical Strategies for Promoting Critical Thinking
Create Cognitive Dissonance for Students
Present Knowledge as Dialogic Rather Than Informational
Teach the Academic “Moves” and Genres That Are Important in Your Discipline
Give Students Frequent Problem‐Solving Tasks Requiring Writing or Discussion
Teaching Thinking through Teaching Revision
A Positivist Model of the Writing Process
Why Don't Students Revise?
Fifteen Suggestions for Encouraging Revision
Conclusion: The Implications of Writing as a Means of Thinking in the Undergraduate Curriculum
Note
3 Helping Writers Think Rhetorically
Helping Students Think about Audience and Purpose
Helping Students Think about Genre
EXHIBIT 3.1 Examples of Genres
Genre Awareness and Student Learning
Genre Awareness Promotes Transfer
Different Genres Tap Different Kinds of Strengths, Allowing More Students to Succeed
The Value of Writing in Different Genres Seems to Be Supported by Brain Research
EXHIBIT 3.2 Assignments throughout the Learning Cycle
Teaching Genre in the Context of Discourse Communities
Conclusion: Thinking Rhetorically as a Transferable Skill
Страница 80
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