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FACULTY LIBRARY (ANNOTATED BIBLIOGRAPHY)

 

One on One: Tutoring and Conferencing

Capossela, Toni-Lee. Harcourt Brace Guide to Peer Tutoring. Ft. Worth: Harcourt Brace College Publishers, 1998. The book is a useful source for peer writing consultants. The twelve chapters offer both practical advice and theory.

Dawe, Charles and Edward A. Doman. One to One: Resources for Conference-Centered Writing. Boston: Little Brown, 1984. This book proposes working with writing students through one-on-one conferences. This method reduces class time spent on explanation and analysis and creates an efficient, productive atmosphere outside the classroom.

Lewis, Karron G., ed. Face to Face: A Sourcebook of Individual Consultation Techniques for Faculty/Instructional Developers. Stillwater, OK: New Forums Press, 1988. A collection of articles on individual consultation as a means to implement faculty and instructional development programs.

MacDonald, Ross. B. The Master Tutor: A Guidebook for More Effective Tutoring. Williamsville, NY: Cambridge Stratford, 2000. A user-friendly workbook-style approach to the basic issues of peer tutoring--promoting independent learning, personalizing instruction, facilitating tutee insights, providing a student perspective on learning, and  respecting individual differences.

Murphy, Christina and Steve Sherwood. The St. Martin's Sourcebook for Writing Tutors. New York: St. Martin's Press, 1995. A book that combines essays on theory and practice. It also reviews a variety of sources for further inquiry on tutoring practices in writing centers.

Rafoth, Ben, ed.  A Tutor's Guide: Helping Writers One to One. Portsmouth, NH: Boynton Cook

Publishers, 2001. Essays that help tutors to think through issues of peer-assisted learning and to develop new perspectives and approaches to common problems.

Practical Editing Advice

Dodd, Janet S., ed. The ACS (American Chemical Society) Style Guide: A Manual for Authors and Editors. 2nd ed. Washington, DC: American Chemical Society, 1997. This book is what it says it is: “The essential desk reference for authors, editors, and publishers of scientific research, the ACS Style Guide is a complete stylistic handbook.  Lively and practical, this reference will help any chemist communicate effectively.”  Some of the material is available on-line, but only the hard copy answers all the questions that arise when readying a manuscript for publication.

Dumond, Val. Grammar for Grownups: A Guide to Grammar and Usage for Everyone Who Has to Put Words on Paper Effectively. New York: HarperCollins, 1993. Written in a chatty, pop-culture style, for those who want to learn rules of English and have time on their hands.

Garrett-Goodyear, Joan H., Elizabeth W. Harries, Douglas L. Patey, and Margaret L. Shook. Writing Papers: A Handbook for Students at Smith College.  Northampton, MA: Smith College, 1980. Updated in 2002, the original handbook is still a gem.  “Correct prose… is not always good prose; even a car in perfect mechanical order won’t go unless you give it some gas.”  Some high octane fuel is provided in these pages.

Graves, Robert and Alan Hodge. The Reader Over Your Shoulder: A Handbook for Writers of English Prose. 2nd ed.  New York: Vintage Books, 1979 (1st. pub. 1943). According to the authors, the key to becoming a better teacher or writer of English is not in learning the specific rules but in learning the general principles.  Their list of forty-one principles, based on misusage gleaned from popular sources, functions like a more lavish Elements of Style.  For example, “Exclamation marks, also called ‘notes of admiration,’ should be sparingly used.  Queen Victoria used so many of them in her letters that a sentence by her that ends with a mere full-stop seems hardly worth reading.”

Murfin, Ross and Supryia M. Ray. The Bedford Glossary of Critical and Literary Terms. Boston, MA: Bedford/St. Martin’s, 1998. Also available as a reference book in the Neilson Library, this resource provides an alphabetical, detailed listing of most terms that appear in English literary criticism. 

Plotnik, Arthur. The Elements of Editing: A Modern Guide for Editors and Journalists. New York: MacMillan, 1984. This guidebook covers the process writers can expect at the hands of book or journal editors, with additional sections on the art or photographic work that might accompany a manuscript. Much of this is dated (sections on layout, typeface and information retrieval sources), and most publishers now supply electronic or paper copies of their “writer’s guidelines” to clarify their preferences. Yet the very short “Criteria for Evaluating Manuscripts” remains a timeless section of the book.

Shertzer, Margaret. The Elements of Grammar. New York: Collier/MacMillan, 1986. Designed as a companion to The Elements of Style, this reference is useful if the table of contents or index is followed closely when hunting for answers to specific questions (the information is not had as quickly as in the original text).  The last section contains a very useful list of “words often confused” and another list of definitions for “Foreign Words & Phrases” (Latin and French). 

Smith College. English 11 Handbook, 1957-1958. Northampton, MA: Kraushar Press, 1958 (1st pub. 1943). Though two-thirds of the handbook is now dated (the sections on libraries and references books), the brief ”Style“ section has some fascinating notes on, for example, the indiscriminate use of the word “so.” As “an intensive without the that clause [it] gives an effect of ‘schoolgirl gush’ and is called in derision the ‘feminine demonstrative.’”

Smith College. English 11 Handbook and Drew, Elizabeth, Poetic Patterns: A Note on Versification 1959-60.  Northampton, MA: Kraushar Press, 1956 (1st pub. 1943). Two volumes in one—the handbook (as described above) and a brief section on rhythm and rhyme, similar to the supplemental material at the back of a Norton Anthology.

Strunk, William and E. B. White. The Elements of Style. 3rd ed. New York: MacMillan, 1979 (1st pub. 1959). Still the most pleasurable handbook to pick up when wanting simplified rules governing grammar and style.  Though a few rules are outdated (possessive plural for words ending in –s or use of commas in lists of three or more words or phrases), the rewards abound when pursuing reminders about why not “to affect a breezy manner” or “break sentences in two.”  Where else can one find such gems as the succinct explanation for “nauseous” versus “nauseated,” guaranteeing that one will never confuse the two again?

Research & Assessment

Angelo, Thomas A., ed. Classroom Research: Early Lessons from Success. San Francisco: Jossey-Bass, 1991. Inspiring, comprehensive, and useful, this volume is of particular interest to those instructors who consider themselves or aspire to be classroom researchers. In the first chapter, the editor clearly defines and describes classroom research and classroom assessment. Later chapters are “a gathering of teachers’ stories that are also teaching stories, narratives that distill hundreds of hours of experience into a few pages.” Much can be learned about classroom research from these early lessons of success.

Angelo, Thomas A. and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass, 1993. This handbook is designed to help college faculty develop a better understanding of the learning process in their own classrooms and assess the impact of their teaching. It includes the Teaching Goals Inventory for identifying and clarifying instructional goals and a broad variety of assessment techniques.

Banta, Trudy W., Jon P. Lund, Karen E. Black and Frances Oblander. Assessment in Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey-Bass, 1996. The book assembles current best practices and principles in assessment that can be incorporated in a variety of settings, whether at the institutional, program or departmental level. Classroom assessment topics include math, foreign languages and technology.

Cooper, Charles and Lee Odell, ed. Evaluating Writing: The Role of Teacher’s Knowledge about Text, Learning, and Culture. Urbana Illinois: National Council of Teachers of English, 1999. This volume of essays focuses on response, evaluation, and assessment; describes students’ writing; connects teaching and evaluation; and examines assumptions and practices.  The book is organized into four sections: “Describing Texts,” Assessing Writing-to-Learn in Four Disciplines,” “Supporting the Writing of Dual Language Students,” and “Issues in Assessment.”

Cross, K. Patricia and Mimi Harris Steadman. Classroom Research: Implementing the Scholarship of Teaching. San Francisco: Jossey-Bass, 1996. Intended for faculty discussion groups and workshops, the authors use a case study approach to provoke reflection upon and analysis of the common learning issues that students experience.  The authors also discuss ways faculty can obtain knowledge from research and literature as well as from their own students to facilitate a better learning environment.

Ede, Lisa, ed. On Writing Research: The Braddock Essays, 1975 – 1998.  Boston: Bedford/St. Martin’s, 1999. Intended primarily for dedicated composition teachers, this collection presents central texts from discourse theory.  Among the essays included in the book are Richard Braddock’s “The Frequency and Placement of Topic Sentences in Expository Prose,” Glenn Matott’s “In Search of a Philosophical Context for Teaching Composition,” and Ellen Cushman’s “The Rhetorician as an Agent of Social Change.”  For scholars in the field.

Walvoord, Barbara E. and Virginia Johnson Anderson. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998. This book enables faculty to go beyond using grades as isolated data and help to make the grading process more fair, time-efficient and conducive to learning. The book is tailored to specific needs of faculty seeking to make grading a valuable part of student learning and motivation.

Wolcott, Willa, and Sue M. Legg. An Overview of Writing Assessment: Theory, Research and Practice. Ft. Worth, Texas: National Council of Teachers of English, 1998. A great resource for teachers looking for effective, practical options grounded in a broad understanding of assessment theory and research. The authors situate their analysis of recent developments in writing assessment within the context of the assessment field as a whole. It reviews strengths and weaknesses of the major types of writing assessment, both for large-scale evaluations and for the individual classroom.

White, Edward M. Assigning, Responding, Evaluating: A Writing Teacher’s Guide. Boston: Bedford/St Martin’s, 1999. White is a respected authority on writing assessment. This book is directed to writing program professionals, and much of it focuses on issues such as placement, diagnostic testing, and exit and proficiency assessments. (See also Writing Across the Curriculum)

Teaching & Learning

Bain, Ken. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, 2004. The result of 15 years of research of almost 100 teachers in diverse colleges and universities as well as disciplines, this book clearly delineates the characteristics of a successful teacher. An added bonus in this book is its generous sampling of stories from teachers and their students on effective teaching and learning.

Barnes, Louis B., C. Roland Christensen and Abby J. Hansen. Teaching and the Case Method. Boston: Harvard Business School Press, 1994 (1st pub. 1975). The author proposes "discussion teaching" as a method to focus educational objectives on qualities of mind and person, a way to encourage students to apply general concepts and knowledge to specific situations. This is a method for putting students in an active learning mode and challenging them to accept responsibility for their own learning.  

Bean, John. Engaging Ideas:  The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass, 2001. As the publishers note, “[T]he book presents a wide variety of strategies for stimulating active learning and for coaching writing and critical thinking, offering teachers concrete advice on how to design courses, structure assignments, use class time, critique student performance, and model critical thinking themselves.”  Of particular note are Bean’s tips for teaching writing in large classes, especially ways for instructors to handle their paper grading load.

Belenky, Mary Field, Blythe McVicker Clinchy, Nancy Rule Goldberger and Jill Mattuck Tarule. Women's Ways of Knowing: The Development of Self, Voice and Mind. New York: Basic Books, 1986. Part I examines silence and varieties of knowledge (received, subjective, procedural and constructed). Part II looks at the context of women's ways of knowledge in families and schools. Throughout is the basic assumption that self-concept is intimately linked to ways of knowing. The book is based on extensive interviews with 135 women.

Bizzell, Patricia, Bruce Herzberg, and Nedra Reynolds. The Bibliography for Teachers of Writing. Boston: Bedford/St Martin’s, 2000. This book-length annotated bibliography, which is updated every 4-5 years, introduces a wide range of scholarship in the field of composition and rhetoric. When first compiled in 1984, it was a considerably slimmer volume, but the fifth edition contains 602 entries grouped under five major headings (“Resources,” “History and Theory,” “Composing Processes,” “Curriculum Development,” and “Writing Programs”) and thirty subheadings.

Brufee, Kenneth A. A Short Course in Writing. Boston: Little Brown and Company, 1985. Designed for collaborative learning, this composition textbook is divided into five parts. Parts One and Two contain essay exercises that introduce the basic elements of argumentative-explanatory writing. Part Three discusses introductions, thesis formation, paragraph development, unity and coherence, style, and essay exams. Parts Four and Five introduce more sophisticated composition issues such as the role of relevance and researching a topic. The appendices include exercises designed to acquaint students with the rhetorical modes that feature most prominently in academic writing; supplementary sample essays; advice for teachers, particularly those new to the teaching of writing; and a section on training peer tutors, another form of collaborative learning.

Christensen, C. Roland, David A. Garvin and Ann Sweet, eds. Education for Judgment: the Artistry of Discussion Leadership. Boston: Harvard Business School Press, 1991. A practical guide to facilitating discussion, which includes topics such as getting students to talk to each other, evaluating participation, creating a sense of accomplishment and introducing ethics into the discussion.

Connors, Robert, and Cheryl Glenn. The New St Martin’s Guide to Teaching Writing. Boston: Bedford/St Martin’s, 1999. This book assists teachers who are new to the teaching of writing. The book is informed by a three-part thesis: that writing is teachable; that students learn to write from actual trial and error practice as opposed to the study of rules or lectures about writing; and that certain theories and methods about how students learn to write are more suitable for the classroom than others. The book is divided into three sections: “Practical Issues in Teaching Writing,” “Theoretical Issues in Teaching Writing” and “An Anthology of Essays.”

Conway, Jill Kerr and Susan C. Bourque, eds. The Politics of Women's Education: Perspectives from Asia, Africa and Latin America. Ann Arbor: University of Michigan Press, 1995. This collection of essays analyzes efforts in developing nations to improve the status of women through education.  It is a challenging examination of the relevance of current educational models and approaches and assumptions underlying both development and pedagogy.

Crosswhite, James. The Rhetoric of Reason: Writing and the Attraction of Argument. Madison: University of Wisconsin Press, 1996. Crosswhite argues that “written reasoning” (i.e., traditional rhetoric) belongs at the core of higher education. The book leans heavily toward theory and is informed by a thorough knowledge of classical rhetoric. Crosswhite analyzes “the contemporary philosophical situation” through discussions of philosophers such as Heidegger and Derrida, offers new interpretations of Plato and Aristotle, and summarizes concepts of dialogue from Hegel to Gadamer. This book may be of considerable value to those who wish to reintroduce classical rhetoric to the classroom, but less useful for anyone looking for practical tips on the teaching of writing.

Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 1993. In her self-described reference book, Gross provides 49 innovative “teaching tools” to help new and seasoned faculty members improve and revitalize their classroom teaching.   Included in each tool, addressing a range of issues from planning a course to assigning final grades, are a brief introduction, a set of general strategies, practical suggestions from other teachers, and related literature.

Eble, Kenneth. The Craft of Teaching. San Francisco: Jossey-Bass, 1988 (1st pub. 1976). A re-issue of Eble's classic on college teaching, this book is a fount of inspiration and insight on a broad array of issues—from the learning process itself to the practical details of texts, tests, and grading.

Ede, Lisa. Work in Progress: A Guide to Writing and Revision. New York: St. Martin's Press, 1998. The first two sections offer a thorough guide to the writing process and practical strategies for invention and revision. Part three provides an examination of the reading/writing/critical thinking connection.

Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching. Oxford: Oxford University Press, 1986. In this collection of twelve essays, Elbow, author of widely acclaimed and original theories on the writing process, explores the nature of learning and teaching. Elbow asserts that learning and teaching are comprised of a “rich messiness of paradox and contradiction.” He also suggests a comprehensive philosophy of education. A provocative and engaging meditation.

Feldman, Kenneth A. and Michael B. Paulsen, eds. Teaching and Learning in the College Classroom. Needham Heights, MA: Ginn Press, 1994. An extensive collection of essays that begins with a historical overview of college-level education in the United States and proceeds through learning theory, models of teaching styles, classroom strategies, student-teacher interactions, and assessment of learning outcomes. The book concludes with essays on improving teaching and learning. A comprehensive volume. 

Flower, Linda, Problem Solving Strategies for Writing. 3rd ed. New York: Harcourt, Brace Jovanovich, 1989. This book is “about how to write: how to say what you mean and how to deal with your reader.” This edition is a bit dated at this point but is informed by all the major tenets of composition and rhetoric scholarship over the past 20 years: the concept of discourse communities, writing as a process, the case for revision, the role of invention, the importance of thesis, the needs of audience, the distinction between reader-based and writer-based prose, and editing for style.

Fulwiler, Toby. The Working Writer. Englewood Cliffs, NJ: Prentice Hall, 1995. This textbook, which includes abundant samples of student writing in every chapter, treats research as central part of the composition process, places strong emphasis on revision, and features collaborative and expressive assignments. Instructors who require students to keep journals, who work collaboratively, and who think of writing as rewriting should find it useful; so too should instructors who make student writing the central text of the course and assess student writing in portfolios.

Hall, Donald. Writing Well. 5th ed. Boston: Little, Brown and Company, 1985. Poet and essayist Donald Hall teaches the art of communicating with a variety of audiences. Written for high school, college and university students, this classic text contains invaluable advice for students wanting to improve the way they use words, sentences, paragraphs, grammar and punctuation in their writing.

Halpern, Diana F. Changing College Classrooms: New Teaching and Learning Strategies for an Increasingly Complex World. San Francisco: Jossey-Bass, 1994. This book offers a number of instructional strategies for fostering creative, critical, technological, and problem-solving skills in students. The authors also focus on creating multicultural awareness among students.  Finally, the book includes helpful guidelines for assessing the effectiveness of instruction.

Light, Richard J. Making the Most of College: Students Speak their Minds. Cambridge MA: Harvard University Press, 2001.This book reports the findings of a research project organized by Richard J. Light, professor of statistics at Harvard's Graduate School of Education and the Kennedy School of Government. For a decade, he interviewed Harvard students, in effect asking, “What has worked best for you educationally at college?" Light’s book is aimed not only at educating students but also at convincing those professors and administrators whose views and practices still need to change if undergraduate education is to continue to improve.

Lowman, Joseph. Mastering the Techniques of Teaching. 2nd ed. San Francisco: Jossey-Bass, 1995. As the author acknowledges, few college teachers receive training in educating students: “The primary intent of this book is to help instructors improve their ability to use the traditional skills of lecturing and leading discussions . . . in ways that are both engaging and reflective of instructors’ personal styles.” A thoughtful, engaging book.

Magnan, Robert, ed. 147 Practical Tips for Teaching Professors. Madison, WI: AtwoodPublishing, 1990. This book provides 147 straightforward suggestions, as well as some commentaries, from seasoned professors in various disciplines on how to teach better.  Working from the premise that teaching styles vary according to individual personalities, the book encourages professors to experiment and personalize its suggestions in order to make the most out of classroom time and student interaction. 

McGynn, Angela Provitera. Successful Beginnings for College Teaching: Engaging Your Students from the First Day. Madison, WI: Atwood Publishing, 2001.The author asserts that the first days of each new course are critical. She presents tools and strategies to create a welcoming classroom atmosphere, to motivate students, and to keep them involved from a semester’s start to its finish. The author also addresses ways that instructors can deal with student incivility and thus create an inclusive environment.

McKeachie, Wilbert J. Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Lexington, MA: D.C. Heath and Company, 1994. A great resource for new faculty members and teaching or graduate assistants who are just entering the classroom. Its author systematically organizes the book into succinct chapters that address the most immediate concerns of the beginning teacher, such as preparing a course, meeting the class, and confronting cheating. Each chapter outlines a specific teaching tip, and most chapters also include relevant theory and research.          

Pascarella, Ernest T. and Patrick T. Terenzini. How College Affects Students. San Francisco:  Jossey-Bass, 1991. A comprehensive resource, a distillation of decades of research and analysis of the lives of over 2600 students, the book examines how students change and benefit from attendance at college. Included among the developmental areas examined are verbal, quantitative, cognitive, and intellectual; the development of morals and values; and the dynamics of identity formation.

Paul, Richard and Linda Elder. How to Improve Student Learning: 30 Practical Ideas. Dillon Beach, CA: Foundation for Critical Thinking, 2003. In this concise guide, the authors present 30 teaching strategies based on two major premises: to learn a subject, students must clearly understand the thinking that defines the subject; to facilitate such learning, instructors must “create activities and assignments that require students to think actively within the concepts and principles of the subject.”  Three well-defined and thoughtful sections—recommended design features, orientation of the first days of classes, and daily emphases—provide a solid foundation for helping instructors restructure their classroom teaching so that students can take ownership of their learning.

Perry, William G., Jr. Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rhinehart and Winston, 1970. Perry's analysis of yearly interviews with students reveals the intellectual stages through which students pass during their undergraduate years. Students, in Perry's view, progress from dualism through stages of multiplicity, to relativism. His scheme of development has influenced more than three decades of curriculum design, classroom teaching, and advising.

Prichard, Keith W. and R. McLaran Sawyer, eds. Handbook of College Teaching: Theory and Applications. Westport, CT: Greenwood Press, 1994. This practical, systematic handbook presents many essays on undergraduate college teaching from some of the best teacher-instructors in academia. Topics addressed include the psychology of learning, methods of teaching, teaching-learning theories for specific disciplines, common problems for undergraduate instructors, and classroom procedures and policies. A joy to read!

Ramsden, Paul. Learning to Teach in Higher Education. London: Routledge, 1992. The author is Australian and the book is intended for lecturers teaching undergraduates in higher education based on a UK model. Ramsden asserts that “the purpose of education in teaching is the self development of the teacher.” The book uses case studies and learning theory to demonstrate that effective teaching occurs when educators listen to students and change how they think about teaching.

Rose, Mike and Malcolm Kiniry. Critical Strategies for Academic Thinking and Writing. 3rd ed. Boston: Bedford Books, 1998. This is a text book intended for an interdisciplinary writing class. The authors provide readings from many subjects and fields and thoughtful discussions on appropriate rhetorical models students can use in crafting essay responses.

Shaughnessy, Mina P. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford University Press, 1977. Shaughnessy’s “book has had enormous influence on the study of basic writing, not primarily for its ideas on classroom practice, but for its way of understanding the writing that basic writers produce,” according to The Bedford Bibliography for Teachers of Writing (2003).  First, Shaughnessy catalogs basic errors in punctuation, syntax, and spelling, then demonstrates the basic writer’s unfamiliarity with the essential grammatical and argumentative principles that inform academic writing. In order to teach academic writing, she argues, teachers must discuss those core principles.

Tate, Gary, and Edward P.J. Corbet. The Writing Teacher’s Sourceboo. 2nd ed. New York: Oxford University Press, 1988. Teachers of college writing are the primary audience for this anthology. First published in 1981, subsequent editions have been revised and updated to include leading authors from the field of rhetoric and composition, including Bob Connors, Walter Ong, James Berlin, Janet Emig, Linda Flower, Nancy Sommers, Wayne Booth, Lisa Ede, Andrea Lunsford, W. Ross Winterowd, Peter Elbow, Donald M. Murray, Toby Fulwiler, Ed White, Mina Shaughnessy, and David Bartholomae.

Timpson, William M., and Paul Bendel-Simso. Concepts and Choices for Teaching: Meeting the Challenges in Higher Education. Madison, WI: Magna Publications, 1996. This volume guides teachers on a self-exploratory journey of theoretical concepts and practical choices to improve pedagogy. The premise of the book is that effective teaching involves an identifiable set of skills and these skills can be learned and developed. Some ”experienced“ faculty may find the style, approach and content too fundamental, yet others can benefit from its multiple strategies that span the dynamics of the entire teaching cycle, from preparing to teach to self-assessment.

Weimer, Maryellen Gleason, ed. Teaching Large Classes Well. San Francisco: Jossey-Bass, 1987. Acknowledging the challenges of teaching large classes as well as the lack of literature on the topic, this volume of essays provides pages of practical advice to faculty who are first encountering this teaching situation or those who are looking to re-evaluate their approach when teaching to “the masses.” Topics include communication strategies for lectures, the keys to successful instruction in large classrooms, and giving and acquiring student feedback in large classes.    

Weimer, Maryellen and Rose Ann Neff, eds. Teaching College: Collected Readings for the New Instructor. Madison, WI: Atwood Publishing, 1998. This collection of essays, written by experienced and committed educators, offers inspiration, insights, and instruction to new college instructors. It generously acknowledges that these instructors may need additional training and mentoring to face the unique challenges presented when teaching in higher education.

Weimer, Maryellen, Joan L. Parrett, and Mary-Margaret Kerns. How Am I Teaching? Forms and Activities for Acquiring Instructional Input.  Madison, WI: Atwood Publishing, 2002. The authors provide forms that instructors can use to assess their own teaching performance, teaching environment and classroom materials.  The forms vary: some are to be filled out by students, by colleagues and by the instructors themselves.  A useful collection for any instructor seeking detailed feedback on his or her teaching abilities.

The Teaching Life

Brookfield, Stephen. Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass, 1995. Brookfield offers a very personal guide to how instructors at all levels can improve their teaching. He recommends that teachers reframe their teaching by viewing their praxis through four lenses: their autobiographies as teachers and learners, their students’ eyes, their colleagues’ perceptions, and pedagogical theory. He makes a moderately compelling case for the literature of educational research.

Highet, Gilbert. The Art of Teaching. New York: Vintage, 1977 (1st pub. 1950). A classic meditation on the role of the teacher and methods of teaching. It also includes sections on great teachers and pupils and on teaching in everyday life. The underlying principle is to put heart into the work.

Kernan, Alvin. In Plato’s Cave. New Haven CT: Yale University Press, 1999. In recalling his life as a student, professor, and administrator, Kernan offers an insider's view of how American colleges and universities in the second half of the twentieth century have been transformed in radical ways. He discusses the struggle for equality of opportunity for women and minorities; the questioning of administrative and intellectual authority; the appearance of deconstructive theory; the shift from printed to electronic information; the politicization of the classroom; and more. His account is humorous and thought-provoking.

Palmer, Parker J. The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey-Bass, 1998. Palmer draws upon his own experiences as an educator to develop his theories of ethical teaching. He asks teachers to set aside the idea that “technique” is sufficient to reform education; good teaching comes from the identity and integrity of the teacher, he claims. Readers who are comfortable with language drawn from spiritual traditions might be most comfortable with this book.

Schoenfeld, Clay A. and Robert Magnan, eds. Mentor in a Manual: Climbing the Academic Ladder to Tenure. Madison, WI: Atwood Publishing, 1994. An invaluable resource for any junior faculty member seeking tenure. In 12 clearly written and often witty chapters on institutional expectations, the political landscape of academia, and the research paradigm, among other topics, the book accomplishes its stated mission—answering the question of how an assistant professor earns tenure.

Sorcinelli, Mary Deane and Ann E. Austin, eds. Developing New and Junior Faculty San Francisco: Jossey-Bass, 1992. This volume offers practical advice on how to foster the career development of new and junior faculty. The authors focus on three themes: available research on new and junior faculty; programs and strategies to support faculty development; and organizational factors that influence the strategies and experiences of new and junior faculty. Professors, deans, administrators, and graduate students will gain valuable insights on how to create an encouraging, stimulating environment for the newest additions to their ranks.  

Svinicki, Marilland and Robert J., Menges, eds. Honoring Exemplary Teaching. San Francisco: Jossey-Bass, 1992. How do colleges and universities recognize their exemplary teachers?  Who should choose these exemplary teachers and by what means?  What are the pitfalls of such awards programs? These are just some of the questions this volume of essays seeks to answer.  Divided into four full and comprehensive chapters, it describes different award programs in different settings, reviews relevant research and offers guidelines for implementing effective programs.   

Tomkins, Jane.  A Life in School: What the Teacher Learned. Reading, MA: Perseus Books, 1996. Tomkins, now a professor of English at Duke University, traces the evolution of her convictions about education from her own school days to her time in the trenches as a public school teacher.

Writing across the Curriculum

Bowen, Mary Elizabeth, and Joseph A. Mazzeo, eds. Writing about Science. New York,London: Oxford University Press, 1979. This anthology is one of the first to acknowledge that science students are best served by reading and writing about scientific texts. The editors have compiled essays by eminent scientists such as Michael Faraday, Charles Darwin, James Watson and Francis Crick, and Richard P. Feynman. The book distinguishes between writing for a popular audience and a professional one. The entry by Watson and Crick on DNA best exemplifies the writing that scientists do for their colleagues. This book includes a “Rhetorical Table of Contents.”

Bullock, Richard. The St. Martin’s Manual for Writing in the Disciplines: A Guide for Faculty. New York: St. Martin’s Press, 1994. This manual is a practical guide for faculty who want to integrate writing into courses across the curriculum. It provides suggested assignments and activities, tips on informal and formal writing, advice on responding to writing, and guidance as to what to expect from the writing that faculty assign. At 76 pages, this booklet offers the advantage of great brevity.

Fulwiler, Toby, and Art Young, eds. Programs that Work: Models and Methods for Writing Across the Curriculum. Portsmouth, NH: Boynton/Cook Publishers, 1990. The editors asked faculty members in colleges and universities to address the mission of their institution; the development, funding, and organization of their WAC program; and significant problems.  The book includes an annotated bibliography of the literature on writing across the curriculum.

Herrington, Anne, and Charles Moran, eds. Writing, Teaching, and Learning in the Disciplines. New York: Modern Language Association, 1992. This volume, the first in the MLA Research and Scholarship in Composition series, examines the history, theoretical coherence, and pedagogical practices of Writing across the Curriculum in the United States and Great Britain. Among the issues addressed are the relation between learning and language, the problem of writing-assessment differences in discipline-specific writing, the motives and strategies for using writing in teaching, and the future of WAC.

Howard, Rebecca Moore, and Sandra Jamieson. The Bedford Guide to Teaching Writing in the Disciplines: an Instructor’s Desk Reference. Boston, New York: Bedford/St. Martin’s, 1995. A reference work that offers practical, concrete suggestions on how to incorporate writing into a course plan; how to prepare a syllabus; how to teach the writing process, advanced reading skills, and style, grammar, and punctuation; how to design writing assignments, including research papers with data; how to design and evaluate essay exams, collaborative writing, and journals; and how to grade student writing. The book provides numerous bibliographies that include pedagogical articles and studies of rhetoric in various disciplines.

McMillan, Victoria. Writing Papers in the Biological Sciences. Boston: Bedford/St. Martin’s, 1997. McMillan provides sound, reliable information for students who are writing papers in the biological sciences, and gives particularly good advice and instruction about the writing of lab reports.

Penrose, Ann M., and Steven B. Katz. Writing in the Sciences: Exploring Conventions of Scientific Discourse. New York: St. Martin’s Press, 1998. This book is a technical writing text designed for students in the sciences. The authors discuss major genres of science writing, such as research reports, grant proposals, conference presentations, and literature reviews.  Comparisons among disciplines provide the opportunity to identify common conventions in science and investigate variation across fields.

Rampolla, Mary Lynn. A Pocket Guide to Writing in History. 2nd ed. Boston, New York:Bedford/St. Martin’s, 1998. This concise, easy-to-use primer explicates writing conventions in history from the survey level to the senior seminar level and provides models of each step of the research and writing process. A Pocket Guide to Writing in History features advice on working with primary and secondary sources, including Internet sources. Appendices point students toward places to start their research.

The Sociology Writing Group. A Guide to Writing Sociology Papers. 4th ed. Eds. Judith Richlin-Klonsky and Ellen Strenski. New York: St. Martin’s Press, 1998. Written in clear, conversational prose, this book discusses how to write various types of sociology papers, including textual analysis, ethnographic research, and quantitative research papers. Employing writing samples, this guide makes the case that thinking and writing are inextricably linked and that writing, therefore, exercises the sociological imagination.

Sorcinelli, Mary Deane, and Peter Elbow, eds. Writing to Learn: Strategies for Assigning and Responding to Writing across the Disciplines. San Francisco: Jossey-Bass, 1997. This volume, the 69th issue of New Directions for Teaching and Learning, provides instructors who teach writing with an array of strategies, including class letters, study questions, class notes, triple-entry note taking, free writing, journals and logs, and major writing projects. Focusing primarily on the best ways to give feedback about written work, the authors present chapters on research, theory and practice.

Walvoord, Barbara E., Linda Lawrence Hunt, H. Fil Dowling Jr., and Joan D. MacMahon. In The Long Run: A Study of Faculty in Three Writing-Across-the-Curriculum Programs.  Urbana, IL: National Council of Teachers of English, 1997. Drawing upon faculty voices, classroom observations, student evaluations, and course documents, this book offers insight into the impact of WAC programs upon teaching philosophy. In the Long Run reports upon the feasibility of such programs, how they help to create community in the classroom and enhance learning, and whether WAC strategies fit the priorities and teaching styles of the more than 700 faculty consulted for this study.

White, Edward M. Assigning, Responding, Evaluating: A Writing Teacher’s Guide. Boston: Bedford/St Martin’s, 1999. (See also Research & Assessment). Several chapters offer sound advice applicable to the teaching of writing across the disciplines: Chapter 1 on “Writing Assignments and Essay Topics,” Chapter 2 on “Helping Students Do Well on Essay Tests,” and Chapter 6 on “Responding to and Grading Student Writing.”

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