A Rhetoric for Writing Teachers

By Erika C. Lindemann and erika-c-lindemann

From answering the question "Why teach writing?" to offering guidance in managing group work and responding to assignments, A Rhetoric for Writing Teachers provides a comprehensive introduction to the... This description may be from another edition of this product.

• Format: Paperback
• Language: English
• ISBN: 0195030478
• ISBN13: 9780195030471
• Release Date: June 1982
• Publisher: Oxford University Press
• Length: 296 Pages
• Weight: 0.90 lbs.

Customer Reviews

Outstanding Book!!! This is a great aid for first year composition teachers.

This book really helped me a great deal. I was able to apply Lindemann's knowlege to the way I approached my students. As a first year teacher, Lindemann gave great insight on how to help students in the classroom. I used her advice on how to advise students during their conferences in regarding insightful ways to improve their writing skills.

Wonderful book by a gifted writing teacher

This is an outstanding book for new composition teachers. It is well organized, well written, and very practical. The section on responding to student writing has made me far more effective as a writing teacher and tutor.

Very straightforward approach to teaching comp

Lindemann's book is well organized and developed, and provides many practial examples of the theories she discusses. If you had to pick one book to use for a teaching comp class, this would be the one to pick. For a more in-depth study, combine this book with Irene Clark's "Concepts in Composition," which is a more theoretical and historically-based explanation of composition concepts.

Valuable resource for composition teachers

One of the best background texts for the writing instructor--secondary or college-level. It will provide the knowledge that brings confidence and understanding to the beginning instructor, and it is worth going back to again and again.

Useful and Readable Review of Composition Theory

I have found this book to be well received by students preparing to teach HS English classes, as well as people already in the classroom. It covers thoroughly all the major aspects of composition theory in a succint and careful way, with lots of examples and good bibliography. For anyone who really wants to know what we have learned from comp theory in the last 25 years, this is a good book. It is not a how-to, and does not offer detailed ideas for the classroom; it is based on principles and research.