The title, Thirteen Weeks, refers, with ironic intent, to the typical first semester college writing course, to the fanciful belief and expectation that students who are non-writers can become writers if they take the thirteen-week cure. Hashimoto takes the position that what's expected ought to be done, but that the usual teaching approaches hinder rather than help getting anything useful done. Thirteen Weeksis not a qhow-toq book or a book promoting some new notion of composition theory. It's a book about teaching and thinking about teaching: How do we decide what to do in class? How do we evaluate, weigh, and prioritize everybody else's advice? How do we begin to think about classroom lessons that are more than lectures, talks, sharings, groupings, and predictable mainstream exhortations like qSimplify, simplify, simplifyq or qKnow who you're writing forq or qPrewrite!q or qShow, don't tell.q The book contains discussions of priorities, assignment making, evaluation, and mechanics, and it includes sample lessons, assignments, and even a syllabus-but the author is more interested in helping teachers to do things for themselves.We teach students to use charts, algorithms, and spider diagrams; freewrite, outline, research, create aquot;invisible writingaquot;; use five Ws; nutshell or shell nuts; make issue trees; use ven diagrams; talk into tape recorders; make lists; talk to friends;anbsp;...
|Author||:||Irvin Yuiichi Hashimoto|
|Publisher||:||Boynton/Cook Publishers - 1991|