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Teaching Process and Product: Crafting and Responding to Student Writing Assignments

Published online by Cambridge University Press:  02 September 2013

Pamela A. Zeiser
Pamela A. Zeiser*
Affiliation:
University of North Florida
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Abstract

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Type
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Information
PS: Political Science & Politics , Volume 32 , Issue 3 , September 1999 , pp. 593 - 595
Copyright
Copyright © The American Political Science Association 1999

Footnotes

*

Thank you to Kimberlee Gillis-Bridges, Lissa Peterson, and Janet Retseck, with whom I team-taught workshops on Writing Strategies for College Instructors of Political Science and Economics at the Claremont Graduate University.

References

Brinko, Kathleen T. 1991. “Visioning Your Course: Questions to Ask as You Design Your Course.” The Teaching Professor 5(February): 3–4.Google Scholar
Fulwiler, Toby. 1982. “Writing: An Act of Cognition.” In New Directions for Teaching and Learning: Teaching Writing in All Disciplines, ed. Griffin, C.W.. San Francisco: Jossey-Bass.Google Scholar
Holder, Carol, and Moss, Andrew. 1988. Improving Student Writing. Pomona, CA: California State Polytechnic University.Google Scholar
Hols, Wilbert G. 1990. “A Versatile and Fun Learning Experience: The Student Journal.” Innovation Abstracts 12(October): 1–2.Google Scholar
Lindemann, Erika. 1982. Rhetoric for Writing Teachers. Oxford: Oxford University Press.Google Scholar
Mitchell, Felicia. 1994. “Is There a Text in This Grade? The Implicit Messages of Comments on Student Writing.” Issues in Writing 6(Spring/Summer): 187–95.Google Scholar
Smith, Ernest. 1989. “‘It Doesn't Bother Me, But Sometimes It's Discouraging’: Students Respond to Teachers' Written Responses.” Journal of Teaching Writing 8(Special): 253–65.Google Scholar