Informed Choices
First Edition ©2015 Tara Lockhart; Mark Roberge Formats: Print
As low as $26.99
As low as $26.99
Authors
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Tara Lockhart
Tara Lockhart is Associate Professor of English and Director of Composition at San Francisco State University. She teaches undergraduate writing and literature courses, as well as graduate courses in composition, literacy studies, and pedagogy. Her scholarship focuses on writing/learning transfer, graduate-level writing instruction, hybrid forms of the essay, and promoting writers’ rhetorical and stylistic awareness. Her published work has appeared in Enculturation and College English, among other places. Along with her co-researcher, Mary Soliday, she is the recipient of a 2013 CCCC Research Initiative Grant for her work on learning transfer. She is Senior Editor of the journal Literacy in Composition Studies.
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Mark Roberge
Mark Roberge is a Professor of English and graduate coordinator of the Composition and Postsecondary Reading Program at San Francisco State University. His research focuses on immigrant education, second language instruction, program administration, and teacher training. He has given numerous presentations and faculty development workshops on teaching academic writing in linguistically and culturally diverse English classes at the secondary and post-secondary level. For the past ten years, he has served as co-editor of the CATESOL Journal. He is lead editor of the book Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL (2009). Currently, he is working on an edited volume, Teaching US Educated Immigrant Students: Practices from and for the Classroom.
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Authors
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Tara Lockhart
Tara Lockhart is Associate Professor of English and Director of Composition at San Francisco State University. She teaches undergraduate writing and literature courses, as well as graduate courses in composition, literacy studies, and pedagogy. Her scholarship focuses on writing/learning transfer, graduate-level writing instruction, hybrid forms of the essay, and promoting writers’ rhetorical and stylistic awareness. Her published work has appeared in Enculturation and College English, among other places. Along with her co-researcher, Mary Soliday, she is the recipient of a 2013 CCCC Research Initiative Grant for her work on learning transfer. She is Senior Editor of the journal Literacy in Composition Studies.
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Mark Roberge
Mark Roberge is a Professor of English and graduate coordinator of the Composition and Postsecondary Reading Program at San Francisco State University. His research focuses on immigrant education, second language instruction, program administration, and teacher training. He has given numerous presentations and faculty development workshops on teaching academic writing in linguistically and culturally diverse English classes at the secondary and post-secondary level. For the past ten years, he has served as co-editor of the CATESOL Journal. He is lead editor of the book Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL (2009). Currently, he is working on an edited volume, Teaching US Educated Immigrant Students: Practices from and for the Classroom.
Table of Contents
Product Updates
A jump start to teaching composition
A jump start to teaching composition
Combining sound theory with rich hands-on activities, Informed Choices: A Guide for Teachers of College Writing is built on the premise that teaching writing is not about mastering a single best practice, but instead requires conscious reflection, as well as responsiveness to inevitable tradeoffs and paradoxes. Ideal for new TAs and experienced professors alike, it helps teachers navigate complex choices about course design, assessment, even professional growth--all within the context of trends in the field, institutional expectations, and their evolving pedagogical philosophies.
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ISBN:9781457652738
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FAQs
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Are you a campus bookstore looking for ordering information?
MPS Order Search Tool (MOST) is a web-based purchase order tracking program that allows customers to view and track their purchases. No registration or special codes needed! Just enter your BILL-TO ACCT # and your ZIP CODE to track orders.
Canadian Stores: Please use only the first five digits/letters in your zip code on MOST.
Visit MOST, our online ordering system for booksellers: https://tracking.mpsvirginia.com/Login.aspx
Learn more about our Bookstore programs here: https://www.macmillanlearning.com/college/us/contact-us/booksellers
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Our courses currently integrate with Canvas, Blackboard (Learn and Ultra), Brightspace, D2L, and Moodle. Click on the support documentation below to find out more details about the integration with each LMS.
Integrate Macmillan courses with Blackboard
Integrate Macmillan courses with Canvas
-
-
-
If you’re a verified instructor, you can request a free sample of our courseware, e-book, or print textbook to consider for use in your courses. Only registered and verified instructors can receive free print and digital samples, and they should not be sold to bookstores or book resellers. If you don't yet have an existing account with Macmillan Learning, it can take up to two business days to verify your status as an instructor. You can request a free sample from the right side of this product page by clicking on the "Request Instructor Sample" button or by contacting your rep. Learn more.
-
-
-
Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
-
-
-
We can help! Contact your representative to discuss your specific needs for your course. If our off-the-shelf course materials don’t quite hit the mark, we also offer custom solutions made to fit your needs.
-
Informed Choices
Combining sound theory with rich hands-on activities, Informed Choices: A Guide for Teachers of College Writing is built on the premise that teaching writing is not about mastering a single best practice, but instead requires conscious reflection, as well as responsiveness to inevitable tradeoffs and paradoxes. Ideal for new TAs and experienced professors alike, it helps teachers navigate complex choices about course design, assessment, even professional growth--all within the context of trends in the field, institutional expectations, and their evolving pedagogical philosophies.
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