Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum

By Alice Robertson; Barbara Smith | Go to book overview

NOTES
1
Curtis O. Byer and Louis W. Shainberg, Dimensions of Human Sexuality 4th ed., (Madison, Wise.: William Brown, 1994), 4.
2
Ibid., 5.
3
Joanna Ambron, “History of WAC and Its Role in Community Colleges, ” in New Directions for Community Colleges, No. 73: Writing Across the Curriculum in Community Colleges, ed. L.C. Stanley and J. Ambron (San Francisco: Jossey-Bass, 1991), 3.
4
John C. Bean, Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (San Francisco: Jossey-Bass, 1996), 149.
5
Mel Silberman, Active Learning: 101 Strategies to Teach Any Subject (Boston: Allyn and Bacon, 1996), 2.
6
John Dewey, Democracy and Education (New York: MacMillan, 1916), 50.
7
Silberman, 3.
8
See Stephen North, The Making of Knowledge in Composition: Portrait of an Emerging Field (Upper Montclair, NJ: Boynton/Cook, 1987), 3 ff. for an extended discussion of the writing-to-learn movement's “roots” in clinical psychology.
9
Linda Flower, “Cognition, Context, and Theory Building, ” College Composition and Communication, vol. 40, no. 3 (1989), 283–284.
10
Ambron, p. 4).
11
Patricia M. McKeague and Elizabeth Reis, “Serving Student Needs Through Writing Centers, ” Community/Junior College Quarterly, vol. 16 no. 2 (1992) 199.
12
Sheila Thorne, “Prewriting: A Basic Skill for Basic Writers, ” Teaching English in the Two-Year College, vol. 20, no. 1 (1993), 33.
13
Tom Speer, “Reconceiving the Five-Paragraph Essay in an Era of Uncertainty, ” Teaching English in the Two-Year College, vol. 21, no. 1 (1995) 21–22.
14
See Speer, 28 and Marie Foley, “Unteaching the Five-Paragraph Essay, ” Teaching English in the Two-Year College, vol. 16, no. 3 (1989) 234.
15
Bean, 150.
16
David W. Johnson, Roger T. Johnson and Edward J. Holubec, Circles of Learning (Edina, Minn.: Interaction, 1990), 4–5.
17
See, for example, Lawrence W. Sherman, “A Comparative Study of Cooperative and Competitive Achievement in Two Secondary Biology Classrooms: The Group Investigation Model Versus an Individually Competitive Goal Structure, ” Journal of Research in Science Teaching, vol. 26 no. 1 (1988), 62.

-78-

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