In this Book

Teaching With Student Texts
summary

Harris, Miles and Paine ask:  What happens when the texts that students write become the focus of a writing course? In response, a distinguished group of scholar/teachers suggests that teaching with students texts is not simply a classroom technique, but a way of working with writing that defines composition as a field.

In Teaching with Student Texts, authors discuss ways of revaluing student writing as intellectual work, of circulating student texts in the classroom and beyond, and of changing our classroom practices by bringing student writings to the table. Together, these essays articulate a variety of ways that student texts can take a central place in classroom work and can, in the process, redefine the ways our field talks about writing.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. Contents
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  1. Acknowledgments
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  1. Introduction
  2. pp. 1-6
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  1. I. Valuing Student Texts
  2. pp. 7-8
  1. 1. Re-Valuing Student Writing
  2. pp. 9-23
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  1. 2. Revealing Our Values: Reading Student Texts with Colleagues in High School and College
  2. pp. 24-34
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  1. 3. "What Do We Want in This Paper?" Generating Criteria Collectively
  2. pp. 35-45
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  1. 4. Teaching the Rhetoric of Writing Assessment
  2. pp. 46-57
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  1. II. Circulating Student Texts
  2. pp. 58-59
  1. 5. Ethics, Student Writers, and the Use of Student Texts to Teach
  2. pp. 60-77
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  1. 6. Reframing Student Writing in Writing Studies Composition Classes
  2. pp. 78-87
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  1. 7. Students Write to Students about Writing
  2. pp. 88-95
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  1. 8. The Low-Stakes, Risk-Friendly Message-Board Text
  2. pp. 96-107
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  1. 9. Product as Process: Teaching Publication to Students
  2. pp. 108-117
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  1. 10. Students’ Texts beyond the Classroom: Young Scholars in Writing’s Challenges to College Writing Instruction
  2. pp. 118-128
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  1. 11. The Figure of the Student in Composition Textbooks
  2. pp. 129-141
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  1. III. Changing Classroom Practices
  2. pp. 142-144
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  1. 12. Workshop and Seminar
  2. pp. 145-153
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  1. 13. What Do We Talk about When We Talk about Workshops? Charting the First Five Weeks of a First-Year Writing Course
  2. pp. 154-162
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  1. 14. Texts to Be Worked on and Worked with: Encouraging Students to See Their Writing as Theoretical
  2. pp. 163-170
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  1. 15. Writing to Learn, Reading to Teach: Student Texts in the Pedagogy Seminar
  2. pp. 171-180
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  1. 16. The Writer/Text Connection: Understanding Writers' Relationships to their Writing
  2. pp. 181-189
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  1. 17. Learning from Coauthoring: Composing Texts Together in the Composition Classroom
  2. pp. 190-199
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  1. 18. Inquiry, Collaboration, and Reflection in the Student (Text)-Centered Multimodal Writing Course
  2. pp. 200-209
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  1. 19. Workshopping to Practice Scientific Terms
  2. pp. 210-219
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  1. 20. Bringing Outside Texts In and Inside Texts Out
  2. pp. 220-228
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  1. 21. Embracing Uncertainty: The Kairos of Teaching with Student Texts
  2. pp. 229-242
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  1. Afterword: Notes toward an Informed Practice
  2. pp. 243-255
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  1. References
  2. pp. 256-263
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  1. Index
  2. pp. 264-267
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  1. Contributors
  2. pp. 268-271
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