Grounded in current writing center theory and practice, The Allyn &amp; Bacon Guide to Peer Tutoring provides students with a comprehensive introduction to effective tutoring. Throughout the text, readers hear the voices of tutors and writers in first-person peer tutor accounts, reflective essays, and transcripts from actual sessions. Within each chapter, techniques, models, and exercises provide instruction appropriate for any level of tutoring.

The Allyn and Bacon Guide to Peer Tutoring

Lerner, Neal

Gillespie, Paula

Literature & Fiction

Allyn&Bacon

Grounded in current writing center theory and practice, The Allyn &amp; Bacon Guide to Peer Tutoring provides students with a comprehensive introduction to effective tutoring. Throughout the book, readers hear the voices of tutors and writers in first-person peer tutor accounts, reflective essays, and transcripts from actual sessions. Within each chapter, techniques, models, and exercises provide instruction appropriate for any level of tutoring.

Longman Guide to Peer Tutoring

Reference

Foreign Language Study & Reference

Pearson

Case studies and pedagogical strategies to help science and engineering students improve their writing and speaking skills while developing professional identities.
To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that “engineers who don't write well end up working for engineers who do write well,” requiring all students to take “communications-intensive” classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions.

Learning to Communicate in Science and Engineering: Case Studies from MIT (Mit Press)

Craig, Jennifer

Poe, Mya

Short Stories & Anthologies

The MIT Press

To many science and engineering students, the task of writing may seem                 irrelevant to their future professional careers. At MIT, however, students discover                 that writing about their technical work is important not only in solving real-world                 problems but also in developing their professional identities. MIT puts into                 practice the belief that "engineers who don't write well end up working for                 engineers who do write well," requiring all students to take                 "communications-intensive" classes in which they learn from MIT faculty                 and writing instructors how to express their ideas in writing and in presentations.                 Students are challenged not only to think like professional scientists and engineers                 but also to communicate like them.This book offers in-depth case studies and                 pedagogical strategies from a range of science and engineering                 communication-intensive classes at MIT. It traces the progress of seventeen students                 from diverse backgrounds in seven classes that span five departments. Undergraduates                 in biology attempt to turn scientific findings into a research article; graduate                 students learn to define their research for scientific grant writing; undergraduates                 in biomedical engineering learn to use data as evidence; and students in aeronautic                 and astronautic engineering learn to communicate collaboratively. Each case study is                 introduced by a description of its theoretical and curricular context and an outline                 of the objectives for the students' activities. The studies describe the                 on-the-ground realities of working with faculty, staff, and students to achieve                 communication and course goals, offering lessons that can be easily applied to a                 wide variety of settings and institutions.

Learning to Communicate in Science and Engineering: Case Studies from MIT

Politics & Social Sciences

Social Sciences

The Allyn &amp; Bacon Guide to Peer Tutoring provides readers with a comprehensive introduction to effective tutoring. Throughout the book, readers hear the voices of tutors and writers in first-person peer tutor accounts, reflective essays, and transcripts from actual sessions. Within each chapter, techniques, models, and exercises provide instruction appropriate for any level of tutoring. Addresses specialized topics including ESL writers, tutoring online, and troubleshooting, so that students may tailor the guide to their specific needs. Appropriate for anyone who is tutoring other writers, whether in school, literacy or ESL programs gillespie tutoring SMP 2.25.03.doc Page 1 of 1

The Allyn & Bacon Guide to Peer Tutoring, Second Edition

Writing, Research & Publishing Guides

Longman

It seems obvious: students will have more meaningful writing experiences if we offer more opportunities for their writing to be meaningful for them. But what does that mean? What makes writing meaningful for students? What, really, makes students want to write? The authors of this practical little book asked precisely that, and the answers they gathered from students across disciplines, majors, and institutions over several years inform their advice in Making Writing Meaningful: A Guide for Higher Education. The critical lessons that Michele Eodice, Anne Ellen Geller, and Neal Lerner took from their survey research, as well as from their own classrooms and workshops, are these: Students want their writing to be consequential, to build on connections with their lives, their world, and their futures, and to foster an inclusive learning experience. The authors delved further into these findings by asking what role identities--whether racial, ethnic, or cultural--played in students' approach to writing and by exploring what students found meaningful in writing during experiences such as disruption, dislocation, and loss; personal, economic, and health challenges; and political, racial, and societal conflict. The resulting guide pairs a wealth of new data with pedagogical strategies and reflective exercises to help instructors of all kinds connect more effectively with their students--and to help students connect their lives and their writing in meaningful and productive ways. Meaningful writing makes for a richer, more successful learning experience, and this book invites students and teachers alike to take advantage of the guidance offered here to foster connections that will serve students--and the world--well beyond academia. &nbsp;

Making Writing Meaningful: A Guide for Higher Education (Volume 5) (Teaching, Engaging, and Thriving in Higher Ed)

Education & Teaching

Eodice, Michele

Geller, Anne Ellen

Higher & Continuing Education

University of Oklahoma Press

Rethinking Multilingual Writers in Higher Education (Routledge Research in Higher Education)

Zhang-Wu, Qianqian

Escobar Jones, Cherice

Marta Messina, Cara

Routledge

In the face of the continuing discourse of crisis in US education, The Meaningful Writing Project offers readers an affirming story of writing in higher education that shares students’ experiences in their own voices. In presenting the results of a three-year study consisting of surveys and interviews of university seniors and their faculty across three diverse institutions, authors Michele Eodice, Anne Ellen Geller, and Neal Lerner consider students’ perceptions of their meaningful writing experiences, the qualities of those experiences, and instructors’ perspectives on assignment design and delivery.
This study confirms that meaningful assignments offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities. Meaningful writing occurs across majors, in both required and elective courses, and beyond students’ years at college. Additionally, the study makes clear that faculty across the curriculum devote significant care and attention to creating writing assignments that support student learning, as they understand writing performance to be a developmental process connected to overall cognitive and social development, student engagement with learning, and success in a wide variety of disciplines and professions.
The Meaningful Writing Project provides writing center directors, WPAs, other composition scholars, and all faculty interested in teaching and learning with writing an unprecedented look into the writing projects students find meaningful.

The Meaningful Writing Project: Learning, Teaching and Writing in Higher Education

Words, Language & Grammar

Utah State University Press

In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform. Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders. Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing. The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education.

Reformers, Teachers, Writers: Curricular and Pedagogical Inquiries

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