Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hoboken, NJ
Wiley
[2021]
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| Ausgabe: | Third edition |
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| 245 | 1 | 0 | |a Engaging ideas |b the professor's guide to integrating writing, critical thinking, and active learning in the classroom |c John Bean, Dan Melzer |
| 250 | |a Third edition | ||
| 264 | 1 | |a Hoboken, NJ |b Wiley |c [2021] | |
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| 505 | 8 | |a Cover -- Title Page -- Copyright -- Contents -- Preface -- About the Authors -- 1 Using Writing to Promote Thinking: A Busy Professor's Guide to the Whole Book -- Steps for Integrating Writing and Critical Thinking Activities into a Course -- Four Discouraging Beliefs and Some Encouraging Responses -- Conclusion: Engaging Your Students with the Ideas of Your Course -- PART ONE Understanding Connections Between Thinking and Writing -- 2 How Writing Is Related to Critical Thinking -- Overview of the Writing Across the Curriculum and Critical Thinking Movements | |
| 505 | 8 | |a Writing, Thinking, and a Dialogic View of Knowledge -- Avoiding a Thesis: Three Cognitively Immature Essay Structures -- What Causes These Organizational Problems? -- Pedagogical Strategies for Promoting Critical Thinking -- Teaching Thinking through Teaching Revision -- Conclusion: The Implications of Writing as a Means of Thinking in the Undergraduate Curriculum -- 3 Helping Writers Think Rhetorically -- Helping Students Think about Audience and Purpose -- Helping Students Think about Genre -- Genre Awareness and Student Learning -- Conclusion: Thinking Rhetorically as a Transferable Skill | |
| 505 | 8 | |a PART TWO Designing Problem-Based Writing Assignments -- 4 Formal Writing Assignments Situated in Rhetorical Contexts -- Thinking Rhetorically: Five Variations on the Same Assignment -- Articulation of Learning Goals as Preparation for Designing Assignments -- Planning Your Course Backward by Designing the Last Assignment First -- Best Practices in Assignment Design -- Designing an Effective Assignment Prompt -- Example of an Effective Assignment Handout -- A Common Problem: Asking Too Many Questions -- Asking a Colleague to "Peer-Review" Your Assignment Handout -- Giving the Assignment in Class | |
| 505 | 8 | |a Assignments Leading to Closed-Form Thesis-Governed Writing -- Microtheme Assignments for Writing-to-Learn -- More Open Forms: Alternatives to the Thesis-Governed Paper -- A Potpourri of Other Kinds of Alternative Formal Assignments -- Multimodal Alternatives to Formal Assignments -- Conclusion: Writing Assignments in the Context of the Whole Course -- 5 Informal, Exploratory Writing Activities -- Why We Find Exploratory Writing Valuable -- Common Objections to Exploratory Writing -- Logistics, Media, and Methods for Assigning Exploratory Writing -- Explaining Exploratory Writing to Students | |
| 505 | 8 | |a Twenty Ideas for Incorporating Exploratory Writing into a Course -- Evaluating Exploratory Writing -- Managing the Workload -- Conclusion: Engaging Ideas through Exploratory Writing -- PART THREE Coaching Students as Learners, Thinkers, and Writers -- 6 Designing Tasks to Promote Active Thinking and Learning -- Ten Strategies for Designing Critical Thinking Tasks -- Conclusion: Strategies for Designing Critical Thinking Tasks -- 7 Helping Students Read Mindfully across the Disciplines -- Research on Reading Practices across the Disciplines -- Cultural Obstacles to Mindful Reading | |
| 650 | 4 | |a English language / Rhetoric / Study and teaching | |
| 650 | 4 | |a Critical thinking / Study and teaching | |
| 650 | 4 | |a Academic writing / Study and teaching | |
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| 650 | 7 | |a Critical thinking / Study and teaching |2 fast | |
| 650 | 7 | |a English language / Rhetoric / Study and teaching |2 fast | |
| 700 | 1 | |a Melzer, Dan |d 1971- |e Verfasser |0 (DE-588)1243207353 |4 aut | |
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| author | Bean, John C. 1950- Melzer, Dan 1971- |
| author_GND | (DE-588)17272726X (DE-588)1243207353 |
| author_facet | Bean, John C. 1950- Melzer, Dan 1971- |
| author_role | aut aut |
| author_sort | Bean, John C. 1950- |
| author_variant | j c b jc jcb d m dm |
| building | Verbundindex |
| bvnumber | BV048236187 |
| classification_rvk | AK 39580 |
| collection | ZDB-30-PQE |
| contents | Cover -- Title Page -- Copyright -- Contents -- Preface -- About the Authors -- 1 Using Writing to Promote Thinking: A Busy Professor's Guide to the Whole Book -- Steps for Integrating Writing and Critical Thinking Activities into a Course -- Four Discouraging Beliefs and Some Encouraging Responses -- Conclusion: Engaging Your Students with the Ideas of Your Course -- PART ONE Understanding Connections Between Thinking and Writing -- 2 How Writing Is Related to Critical Thinking -- Overview of the Writing Across the Curriculum and Critical Thinking Movements Writing, Thinking, and a Dialogic View of Knowledge -- Avoiding a Thesis: Three Cognitively Immature Essay Structures -- What Causes These Organizational Problems? -- Pedagogical Strategies for Promoting Critical Thinking -- Teaching Thinking through Teaching Revision -- Conclusion: The Implications of Writing as a Means of Thinking in the Undergraduate Curriculum -- 3 Helping Writers Think Rhetorically -- Helping Students Think about Audience and Purpose -- Helping Students Think about Genre -- Genre Awareness and Student Learning -- Conclusion: Thinking Rhetorically as a Transferable Skill PART TWO Designing Problem-Based Writing Assignments -- 4 Formal Writing Assignments Situated in Rhetorical Contexts -- Thinking Rhetorically: Five Variations on the Same Assignment -- Articulation of Learning Goals as Preparation for Designing Assignments -- Planning Your Course Backward by Designing the Last Assignment First -- Best Practices in Assignment Design -- Designing an Effective Assignment Prompt -- Example of an Effective Assignment Handout -- A Common Problem: Asking Too Many Questions -- Asking a Colleague to "Peer-Review" Your Assignment Handout -- Giving the Assignment in Class Assignments Leading to Closed-Form Thesis-Governed Writing -- Microtheme Assignments for Writing-to-Learn -- More Open Forms: Alternatives to the Thesis-Governed Paper -- A Potpourri of Other Kinds of Alternative Formal Assignments -- Multimodal Alternatives to Formal Assignments -- Conclusion: Writing Assignments in the Context of the Whole Course -- 5 Informal, Exploratory Writing Activities -- Why We Find Exploratory Writing Valuable -- Common Objections to Exploratory Writing -- Logistics, Media, and Methods for Assigning Exploratory Writing -- Explaining Exploratory Writing to Students Twenty Ideas for Incorporating Exploratory Writing into a Course -- Evaluating Exploratory Writing -- Managing the Workload -- Conclusion: Engaging Ideas through Exploratory Writing -- PART THREE Coaching Students as Learners, Thinkers, and Writers -- 6 Designing Tasks to Promote Active Thinking and Learning -- Ten Strategies for Designing Critical Thinking Tasks -- Conclusion: Strategies for Designing Critical Thinking Tasks -- 7 Helping Students Read Mindfully across the Disciplines -- Research on Reading Practices across the Disciplines -- Cultural Obstacles to Mindful Reading |
| ctrlnum | (OCoLC)1319624062 (DE-599)BVBBV048236187 |
| discipline | Allgemeines |
| discipline_str_mv | Allgemeines |
| edition | Third edition |
| format | Electronic eBook |
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| id | DE-604.BV048236187 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:52:40Z |
| indexdate | 2024-07-10T09:32:44Z |
| institution | BVB |
| isbn | 9781119705413 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033616801 |
| oclc_num | 1319624062 |
| open_access_boolean | |
| owner | DE-1050 |
| owner_facet | DE-1050 |
| physical | 1 Online-Ressource (xx, 380 Seiten) |
| psigel | ZDB-30-PQE ZDB-30-PQE FHD01_PQE_Kauf |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | Wiley |
| record_format | marc |
| spelling | Bean, John C. 1950- Verfasser (DE-588)17272726X aut Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom John Bean, Dan Melzer Third edition Hoboken, NJ Wiley [2021] 1 Online-Ressource (xx, 380 Seiten) txt rdacontent c rdamedia cr rdacarrier Cover -- Title Page -- Copyright -- Contents -- Preface -- About the Authors -- 1 Using Writing to Promote Thinking: A Busy Professor's Guide to the Whole Book -- Steps for Integrating Writing and Critical Thinking Activities into a Course -- Four Discouraging Beliefs and Some Encouraging Responses -- Conclusion: Engaging Your Students with the Ideas of Your Course -- PART ONE Understanding Connections Between Thinking and Writing -- 2 How Writing Is Related to Critical Thinking -- Overview of the Writing Across the Curriculum and Critical Thinking Movements Writing, Thinking, and a Dialogic View of Knowledge -- Avoiding a Thesis: Three Cognitively Immature Essay Structures -- What Causes These Organizational Problems? -- Pedagogical Strategies for Promoting Critical Thinking -- Teaching Thinking through Teaching Revision -- Conclusion: The Implications of Writing as a Means of Thinking in the Undergraduate Curriculum -- 3 Helping Writers Think Rhetorically -- Helping Students Think about Audience and Purpose -- Helping Students Think about Genre -- Genre Awareness and Student Learning -- Conclusion: Thinking Rhetorically as a Transferable Skill PART TWO Designing Problem-Based Writing Assignments -- 4 Formal Writing Assignments Situated in Rhetorical Contexts -- Thinking Rhetorically: Five Variations on the Same Assignment -- Articulation of Learning Goals as Preparation for Designing Assignments -- Planning Your Course Backward by Designing the Last Assignment First -- Best Practices in Assignment Design -- Designing an Effective Assignment Prompt -- Example of an Effective Assignment Handout -- A Common Problem: Asking Too Many Questions -- Asking a Colleague to "Peer-Review" Your Assignment Handout -- Giving the Assignment in Class Assignments Leading to Closed-Form Thesis-Governed Writing -- Microtheme Assignments for Writing-to-Learn -- More Open Forms: Alternatives to the Thesis-Governed Paper -- A Potpourri of Other Kinds of Alternative Formal Assignments -- Multimodal Alternatives to Formal Assignments -- Conclusion: Writing Assignments in the Context of the Whole Course -- 5 Informal, Exploratory Writing Activities -- Why We Find Exploratory Writing Valuable -- Common Objections to Exploratory Writing -- Logistics, Media, and Methods for Assigning Exploratory Writing -- Explaining Exploratory Writing to Students Twenty Ideas for Incorporating Exploratory Writing into a Course -- Evaluating Exploratory Writing -- Managing the Workload -- Conclusion: Engaging Ideas through Exploratory Writing -- PART THREE Coaching Students as Learners, Thinkers, and Writers -- 6 Designing Tasks to Promote Active Thinking and Learning -- Ten Strategies for Designing Critical Thinking Tasks -- Conclusion: Strategies for Designing Critical Thinking Tasks -- 7 Helping Students Read Mindfully across the Disciplines -- Research on Reading Practices across the Disciplines -- Cultural Obstacles to Mindful Reading English language / Rhetoric / Study and teaching Critical thinking / Study and teaching Academic writing / Study and teaching Academic writing / Study and teaching fast Critical thinking / Study and teaching fast English language / Rhetoric / Study and teaching fast Melzer, Dan 1971- Verfasser (DE-588)1243207353 aut Erscheint auch als Online-Ausgabe, epub 978-1-119-70538-3 Erscheint auch als Druck-Ausgabe, paperback 978-1-119-70540-6 |
| spellingShingle | Bean, John C. 1950- Melzer, Dan 1971- Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom Cover -- Title Page -- Copyright -- Contents -- Preface -- About the Authors -- 1 Using Writing to Promote Thinking: A Busy Professor's Guide to the Whole Book -- Steps for Integrating Writing and Critical Thinking Activities into a Course -- Four Discouraging Beliefs and Some Encouraging Responses -- Conclusion: Engaging Your Students with the Ideas of Your Course -- PART ONE Understanding Connections Between Thinking and Writing -- 2 How Writing Is Related to Critical Thinking -- Overview of the Writing Across the Curriculum and Critical Thinking Movements Writing, Thinking, and a Dialogic View of Knowledge -- Avoiding a Thesis: Three Cognitively Immature Essay Structures -- What Causes These Organizational Problems? -- Pedagogical Strategies for Promoting Critical Thinking -- Teaching Thinking through Teaching Revision -- Conclusion: The Implications of Writing as a Means of Thinking in the Undergraduate Curriculum -- 3 Helping Writers Think Rhetorically -- Helping Students Think about Audience and Purpose -- Helping Students Think about Genre -- Genre Awareness and Student Learning -- Conclusion: Thinking Rhetorically as a Transferable Skill PART TWO Designing Problem-Based Writing Assignments -- 4 Formal Writing Assignments Situated in Rhetorical Contexts -- Thinking Rhetorically: Five Variations on the Same Assignment -- Articulation of Learning Goals as Preparation for Designing Assignments -- Planning Your Course Backward by Designing the Last Assignment First -- Best Practices in Assignment Design -- Designing an Effective Assignment Prompt -- Example of an Effective Assignment Handout -- A Common Problem: Asking Too Many Questions -- Asking a Colleague to "Peer-Review" Your Assignment Handout -- Giving the Assignment in Class Assignments Leading to Closed-Form Thesis-Governed Writing -- Microtheme Assignments for Writing-to-Learn -- More Open Forms: Alternatives to the Thesis-Governed Paper -- A Potpourri of Other Kinds of Alternative Formal Assignments -- Multimodal Alternatives to Formal Assignments -- Conclusion: Writing Assignments in the Context of the Whole Course -- 5 Informal, Exploratory Writing Activities -- Why We Find Exploratory Writing Valuable -- Common Objections to Exploratory Writing -- Logistics, Media, and Methods for Assigning Exploratory Writing -- Explaining Exploratory Writing to Students Twenty Ideas for Incorporating Exploratory Writing into a Course -- Evaluating Exploratory Writing -- Managing the Workload -- Conclusion: Engaging Ideas through Exploratory Writing -- PART THREE Coaching Students as Learners, Thinkers, and Writers -- 6 Designing Tasks to Promote Active Thinking and Learning -- Ten Strategies for Designing Critical Thinking Tasks -- Conclusion: Strategies for Designing Critical Thinking Tasks -- 7 Helping Students Read Mindfully across the Disciplines -- Research on Reading Practices across the Disciplines -- Cultural Obstacles to Mindful Reading English language / Rhetoric / Study and teaching Critical thinking / Study and teaching Academic writing / Study and teaching Academic writing / Study and teaching fast Critical thinking / Study and teaching fast English language / Rhetoric / Study and teaching fast |
| title | Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom |
| title_auth | Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom |
| title_exact_search | Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom |
| title_exact_search_txtP | Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom |
| title_full | Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom John Bean, Dan Melzer |
| title_fullStr | Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom John Bean, Dan Melzer |
| title_full_unstemmed | Engaging ideas the professor's guide to integrating writing, critical thinking, and active learning in the classroom John Bean, Dan Melzer |
| title_short | Engaging ideas |
| title_sort | engaging ideas the professor s guide to integrating writing critical thinking and active learning in the classroom |
| title_sub | the professor's guide to integrating writing, critical thinking, and active learning in the classroom |
| topic | English language / Rhetoric / Study and teaching Critical thinking / Study and teaching Academic writing / Study and teaching Academic writing / Study and teaching fast Critical thinking / Study and teaching fast English language / Rhetoric / Study and teaching fast |
| topic_facet | English language / Rhetoric / Study and teaching Critical thinking / Study and teaching Academic writing / Study and teaching |
| work_keys_str_mv | AT beanjohnc engagingideastheprofessorsguidetointegratingwritingcriticalthinkingandactivelearningintheclassroom AT melzerdan engagingideastheprofessorsguidetointegratingwritingcriticalthinkingandactivelearningintheclassroom |