Everyone Can Write : Essays toward a Hopeful Theory of Writing and Teaching Writing.

Everyone Can Write : Essays toward a Hopeful Theory of Writing and Teaching Writing.

With Writing without Teachers (OUP 1975) and Writing with Power (OUP 1995) Peter Elbow revolutionized the teaching of writing. His process method--and its now commonplace ""free writing"" techniques--liberated generations of students and teachers from the emphasis on formal princ...

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Bibliographic Details
Main Author: Elbow, Peter
Format: eBook
Language:English
Published: Cary : Oxford University Press, 2000.
Subjects:
English language > Rhetoric > Study and teaching.
Report writing > Study and teaching.
English language > Rhetoric > Study and teaching
Report writing > Study and teaching
Online Access:Click for online access
Table of Contents:
  • Introduction; Part I: Premises and Foundations; 1 Illiteracy at Oxford and Harvard: Reflections on the Inability to Write; 2 A Map of Writing in Terms of Audience and Response; 3 The Uses of Binary Thinking; Fragments: The Believing Game-A Challenge after Twenty-Five Years; Part II: The Generative Dimension; 4 Freewriting and the Problem of Wheat and Tares; 5 Closing My Eyes as I Speak: An Argument for Ignoring Audience; 6 Toward a Phenomenology of Freewriting; Fragments: Wrongness and Felt Sense; The Neglect and Rediscovery of Invention; Form and Content as Sources of Creation.
  • Part III: Speech, Writing, and Voice7 The Shifting Relationships Between Speech and Writing; 8 Voice in Literature; 9 Silence: A Collage; 10 What Is Voice in Writing?; Fragments: On the Concept of Voice; Audible Voice: How Much Do We Hear the Text?; Voice in Texts as It Relates to Teaching; Part IV: Discourses; 11 Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues; 12 In Defense of Private Writing: Consequences for Theory and Research; 13 The War Between Reading and Writing- and How to End It; 14 Your Cheatin' Art: A Collage.
  • Fragments: Can Personal Expressive Writing Do the Work of Academic Writing?Part V: Teaching; 15 Inviting the Mother Tongue: Beyond Mistakes, Bad English, and Wrong Language
  • 16 High Stakes and Low Stakes in Assigning and Responding to Writing; 17 Breathing Life into the Text; 18 Using the Collage for Collaborative Writing; Fragments: Being a Writer vs. Being an Academic: A Conflict in Goals; Separating Teaching from Certifying; What Kind of Leadership Is Best for Collaborative Learning?; Part VI: Evaluation and Grading.
  • 19 Getting Along Without Grades- and Getting Along With Them Too20 Starting the Portfolio Experiment at SUNY Stony Brook Pat Belanoff, co-author; Fragments: Problems with Grading; The Conflict Between Reliability and Validity; How Portfolios Shake Up the Assessment Process and Thereby Lead too Minimal Holistic Scoring and Multiple Trait Scoring; Multiple Trait Scoring as an Alternative to Holistic Scoring; Tracking Leads to a Narrow Definition of Intelligence; The Benefits and Feasibility of Liking; 21 Writing Assessment in the Twenty-First Century: A Utopian View.

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