A teacher friend of mine sent me "home" to Missouri with several textbooks (well, only 3) which she thought would be useful in my teaching of the definition paper. (I decided to teach this with the hopes that it will promote critical thinking, help prepare them for the textual analysis, and bring them oodles of writing enjoyment). Already this semester, I have found that these texts are valuable resources for information and examples about prewriting, paragraph development, introductions and conclusions, outlining, organization, thesis, narrative writing...and definition writing.
All of that is to say, though I enjoy the readings in the Lunsford text, it seems that a textbook offering professional writing, student writing, and some basic writing "instructions" and background on types of writing would be more useful for both teacher and student. For people who have been teaching for some time, using a book like Lunsford "just" as a source for supplementary readings likely works fine. However, I think that with most of MSUs ENG 110 courses being taught each year by first time teachers, a textbook with more (and better) explanations of the basics of writing and of critical thinking would be of use.
Of course we all have internalized the "basics" of writing and critical thinking, but sometimes when making a lesson plan the day or night before class when we're trying to finish an assignment for one of the classes we're taking, it would be helpful to have an ENG 110 textbook which discusses writing strategies a bit more. (I know that Hacker offers some strategies for writing, but overall, I find that textbook more useful as a punctuation/mechanics and MLA reference book for students).
The text that I am particularly impressed with is called Steps to Writing Well. It has sections on prewriting, thesis statements, paragraph development, drafting and revising, effective sentences, word logic, critical reading, exposition, argumentation, description, narration, research writing, writing in-class exams, writing about literature, writing about film, writing in the world of work, and grammar, punctuation and mechanics. For each chapter about types and genres of writing it includes strategies for writing and both student and professional examples of the kinds of writing/papers described in that chapter. Also, there are additional professional readings in the back which include not only professional samples of the various modes discussed in the book, but also essays for further analysis by MLK Jr, Peter Fish, and Alice Walker, literature for analysis by Aurora Morales, Percy Shelley, and Steven Crane, and essays on writing and language by Gretel Ehrlich, Lewis Thomas, and Amy Tan.
I know this particular book may not work because of the types of papers we have our students write, but something with these sorts of resources might be a good pick. We could always find our own supplemental readings if needed.
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6 comments:
Though I like _Presence of Others_ you have a good point--besides these quality essays, it would be helpful to have actual explanation of different writing assignments and processes. I also like writing prompts.
But Hacker has not been very useful for me. Aside from the MLA section (which was fairly well organized and straightforward), I barely used anything from it.
_Steps to Writing Well_ sounds like a good combination and a great choice for next semester.
I agree that at times it is difficult to make a substantial lesson plan, due to all the other academic requirements we are trying to simultaneously meet. A text that would give some directions to how to best teach students how to tackle writing assignments would help. Although I like to think I have loads of knowledge "stored up in my head" I find that I leave things out that I meant to say. Or, I will say something to one class but not the other. A text to follow would cause me to say exactly what was necessary to both classes.
Last semester (teaching English 100), I tried to use a book that was mostly instructive instead of a reader. It didn't work for me. Instructional readings are boring, and I could better impart the information to my students in class through discussions or activities.
I've been thinking about this issue myself, because I find a large part of my prep for 110 is creating how-to handouts! Though this is daunting, I think it's been better for me to create this aspect of my class than having a ready-made text do it for me. By writing it out myself (ideas for topics, strategies for drafting, etc.), I then realize my own processes and can identify those I think my students should focus on. Similar to what we're doing with "writing what we teach," this self-made "how-to" handbook for 110 has encouraged self-reflection while simultaneously helping me give my students the practical, crafting techniques they need to know to survive academic writing.
I see what you guys (Jen and Amy) are saying, and I agree that too much reading of "how to" text could be daunting for the student.
I guess my thinking is that the strategies part would be helpful for us as we could reference the text in class and the students would have it right in front of them (I waste TONS of paper on handouts), not that we have to assign these portions as readings. These portions wouldn't be the be all and end all of our writing strategy instruction. But they would be a good reference for student and teacher.
Meanwhile, the text would still provide plenty of readings, just as a reader does. ...I don't know, I'm still up for the idea.
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