David Bartholomae - Academia.edu (original) (raw)
Papers by David Bartholomae
Journal of Basic Writing, 1993
Reading for Thinking keeps the same successful step-by-step approach as Reading for Results, but ... more Reading for Thinking keeps the same successful step-by-step approach as Reading for Results, but focuses on the comprehension of longer readings and adds an emphasis on critical thinking. It is ideal for use with more advanced students or as a follow-up to Reading for Results.
Behind the Curtain of Scholarly Publishing: Editors in Writing Studies
Journal of Basic Writing, 1986
The abundance of innovative exercise material and writing assignments throughout this grammar wor... more The abundance of innovative exercise material and writing assignments throughout this grammar workbook makes clear to students that good writing-not correct grammar out of context-is their ultimate goal. Focusing on writing paragraphs and their basic unit, the sentence, it teaches students to identify grammatical patterns in context, use the patterns appropriately, and recognize incorrect usage. paper/est. 27.5 pages! #550914/lnstructor's Manual Available for examination now! GRAMMARLAB® Michael G. Southwell This new courseware series is specifically designed to help students remedy their most serious and pervasive grammar problems, taking full advantage of the special capabilities of interactive computerassisted instruction. Each disk presents a single topic: 1) Sentence Structure, 2) Nouns: Singular and Plural Forms, 3) Verbs: Present-tense Forms, 4) Verbs: Past-tense Forms, and 5) The Verb BE. We will be happy to send your free demonstration disk.
Writing on the Margins, 2005
In 2000, my dear friend and colleague Mariolina Salvatori was appointed a Carnegie Scholar as par... more In 2000, my dear friend and colleague Mariolina Salvatori was appointed a Carnegie Scholar as part of a Carnegie Foundation initiative in support of “the scholarship of teaching and learning.” Mariolina has written extensively on pedagogy, past and present, and from her work with the Carnegie program crafted her own working definition of the “scholarship of teaching.” Frustrated by anecdotal accounts of the classroom (and the authority they have traditionally carried) and concerned about the limits of classroom observation (for example), she argues in a recent edition of the journal Pedagogy that the scholarship of teaching must be held to the same standards as other forms of scholarship in the field, that it must reconfigure teaching from an “amateur” to an “expert” activity, and, finally, that It needs to present teaching as intellectual work — work that can be theorized, work whose parameters and conditions of possibility can be analyzed as well as evaluated in accordance with formally articulated standards, work that is interpretable within a framework of disciplinary knowledge and modes of inquiry. (304)
Writing on the Margins, 2005
The first essay in this part was my Chair’s address to the 1988 CCCC Convention; the second was a... more The first essay in this part was my Chair’s address to the 1988 CCCC Convention; the second was a keynote address to the Fourth National Basic Writing Conference (in The New Republic, James Traub labeled this meeting “the p.c. assault” on the teaching of remedial English); the essay “What Is Composition” was written for a millennial conference whose primary sponsor was the WPA (the council of Writing Program Administrators); and the final two short pieces — “Composition: 1900–2000” and “Literacy and Departments of Language and Literature” — were published first in PMLA and were prompted by my presence on the Executive Council of the MLA. I’ve had the opportunity to work with most of the major national organizations in the profession (also including the National Council of Teachers of English (NCTE) and the Associated Departments of English (ADE) and with that has come the temptation (and the occasions) to make the Big Statement on behalf of my colleagues and the field. Most of these pieces are Utopian. On such occasions, a speaker describes a world elsewhere, a world of desire — or at least that was my strategy. The three lectures were revised as essays and these, too, were meant to provoke controversy and to imagine a future. It is clear that all three had some effect, since they are often cited or used as a point of reference in thinking about key issues or about the history of the field. And the final piece in this section is an interview first published in Issues in Writing where the questions pushed in the direction of professional issues.
College Composition and Communication, 1987
College Composition and Communication, 1991
Rhetoric Review, 1988
Gary Tate, ed., Teaching Composition: Twelve Bibliographical Essays. Fort Worth: Texas Christian ... more Gary Tate, ed., Teaching Composition: Twelve Bibliographical Essays. Fort Worth: Texas Christian University, 1987. xiv + 434 pages.Stephen M. North, The Making of Knowledge in Composition: Portrait of an Emerging Field. Upper Montclair, NJ: Boynton/Cook, 1987. 403 pages.
Teachers College Record: The Voice of Scholarship in Education, 1986
The claim to attention of an ethnographic account does not rest on its author's ability to ca... more The claim to attention of an ethnographic account does not rest on its author's ability to capture primitive facts in faraway places and carry them home like a mask or a carving, but on the degree to which he is able to clarify what goes on in such places, to reduce the puzzlement—what manner of men are these?—to which unfamiliar acts emerging out of unknown backgrounds naturally give rise.
College Composition and Communication, 1987
Will reading habit influence your life? Many say yes. Reading facts artifacts and counterfacts th... more Will reading habit influence your life? Many say yes. Reading facts artifacts and counterfacts theory and method for a reading and writing course is a good habit; you can develop this habit to be such interesting way. Yeah, reading habit will not only make you have any favourite activity. It will be one of guidance of your life. When reading has become a habit, you will not make it as disturbing activities or as boring activity. You can gain many benefits and importances of reading. When coming with facts artifacts and counterfacts theory and method for a reading and writing course, we feel really sure that this book can be a good material to read. Reading will be so enjoyable when you like the book. The topic and how the book is presented will influence how someone loves reading more and more. This book has that component to make many people fall in love. Even you have few minutes to spend every day to read, you can really take it as advantages. Compared with other people, when someone always tries to set aside the time for reading, it will give finest. The result of you read facts artifacts and counterfacts theory and method for a reading and writing course today will influence the day thought and future thoughts. It means that whatever gained from reading book will be long last time investment. You may not need to get experience in real condition that will spend more money, but you can take the way of reading. You can also find the real thing by reading book. Delivering good book for the readers is kind of pleasure for us. This is why, the facts artifacts and counterfacts theory and method for a reading and writing course books that we presented always the books with incredible reasons. You can take it in the type of soft file. So, you can read facts artifacts and counterfacts theory and method for a reading and writing course easily from some device to maximize the technology usage. When you have decided to make this book as one of referred book, you can give some finest for not only your life but also your people around.
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2010
Writing on the Margins, 2005
... Record Details - EJ463748. Title: The Tidy House: Basic Writing in the American Curriculum. F... more ... Record Details - EJ463748. Title: The Tidy House: Basic Writing in the American Curriculum. Full-Text Availability Options: ... Click on any of the links below to perform a new search. Title: The Tidy House: Basic Writing in the American Curriculum. Authors: Bartholomae, David. ...
College Composition and Communication, 1995
This essay presents results from a comprehensive study of writing in the undergraduate curriculum... more This essay presents results from a comprehensive study of writing in the undergraduate curriculum at the University of Pittsburgh. It is in two sections. The first section reports on interviews with faculty from across the disciplines in the School of Arts and Sciences; the second reports finding from student focus groups and from an extensive student survey. In Spring 2009 we presented the Pittsburgh Study of Writing to the faculty at the University of Pittsburgh. This was a study of writing in the undergraduate curriculum on our campus and, in particular, in the School of Arts and Sciences. The project began in 2003; we learned much along the way-much about undergraduate writing on our campus and much about the pleasures and pitfalls of a campus-wide research project. And there is much in what we learned, we believe, that may be useful to faculty, students, and program directors on other campuses. With that goal in mind, we have prepared two sections of the report for Across the D...
Across the Disciplines, 2010
This essay presents results from a comprehensive study of writing in the undergraduate curriculum... more This essay presents results from a comprehensive study of writing in the undergraduate curriculum at the University of Pittsburgh. It is in two sections. The first section reports on interviews with faculty from across the disciplines in the School of Arts and Sciences; the second reports finding from student focus groups and from an extensive student survey. In Spring 2009 we presented the Pittsburgh Study of Writing to the faculty at the University of Pittsburgh. This was a study of writing in the undergraduate curriculum on our campus and, in particular, in the School of Arts and Sciences. The project began in 2003; we learned much along the way—much about undergraduate writing on our campus and much about the pleasures and pitfalls of a campus-wide research project. And there is much in what we learned, we believe, that may be useful to faculty, students, and program directors on other campuses. With that goal in mind, we have prepared two sections of the report for Across the D...
Whatever our proffesion, ways of reading an anthology for writers can be excellent resource for r... more Whatever our proffesion, ways of reading an anthology for writers can be excellent resource for reading. Discover the existing reports of word, txt, kindle, ppt, zip, pdf, as well as rar in this website. You can absolutely read online or download this book by here. Currently, never ever miss it. Need a fantastic e-book? ways of reading an anthology for writers by , the very best one! Wan na get it? Discover this outstanding electronic book by below currently. Download and install or read online is readily available. Why we are the most effective site for downloading this ways of reading an anthology for writers Naturally, you could select guide in numerous file types as well as media. Seek ppt, txt, pdf, word, rar, zip, as well as kindle? Why not? Get them right here, currently! Searching for qualified reading resources? We have ways of reading an anthology for writers to read, not only read, however additionally download them or perhaps review online. Find this excellent book writt...
Educational Leadership, 1986
Abstract: Fundamental changes are needed in English classes if writing is to be taught. Students ... more Abstract: Fundamental changes are needed in English classes if writing is to be taught. Students must have time to write, and they must have someone reading and responding to their writing. Students need to pay attention to their writing and the writing of others, and ...
Journal of Basic Writing, 1993
Reading for Thinking keeps the same successful step-by-step approach as Reading for Results, but ... more Reading for Thinking keeps the same successful step-by-step approach as Reading for Results, but focuses on the comprehension of longer readings and adds an emphasis on critical thinking. It is ideal for use with more advanced students or as a follow-up to Reading for Results.
Behind the Curtain of Scholarly Publishing: Editors in Writing Studies
Journal of Basic Writing, 1986
The abundance of innovative exercise material and writing assignments throughout this grammar wor... more The abundance of innovative exercise material and writing assignments throughout this grammar workbook makes clear to students that good writing-not correct grammar out of context-is their ultimate goal. Focusing on writing paragraphs and their basic unit, the sentence, it teaches students to identify grammatical patterns in context, use the patterns appropriately, and recognize incorrect usage. paper/est. 27.5 pages! #550914/lnstructor's Manual Available for examination now! GRAMMARLAB® Michael G. Southwell This new courseware series is specifically designed to help students remedy their most serious and pervasive grammar problems, taking full advantage of the special capabilities of interactive computerassisted instruction. Each disk presents a single topic: 1) Sentence Structure, 2) Nouns: Singular and Plural Forms, 3) Verbs: Present-tense Forms, 4) Verbs: Past-tense Forms, and 5) The Verb BE. We will be happy to send your free demonstration disk.
Writing on the Margins, 2005
In 2000, my dear friend and colleague Mariolina Salvatori was appointed a Carnegie Scholar as par... more In 2000, my dear friend and colleague Mariolina Salvatori was appointed a Carnegie Scholar as part of a Carnegie Foundation initiative in support of “the scholarship of teaching and learning.” Mariolina has written extensively on pedagogy, past and present, and from her work with the Carnegie program crafted her own working definition of the “scholarship of teaching.” Frustrated by anecdotal accounts of the classroom (and the authority they have traditionally carried) and concerned about the limits of classroom observation (for example), she argues in a recent edition of the journal Pedagogy that the scholarship of teaching must be held to the same standards as other forms of scholarship in the field, that it must reconfigure teaching from an “amateur” to an “expert” activity, and, finally, that It needs to present teaching as intellectual work — work that can be theorized, work whose parameters and conditions of possibility can be analyzed as well as evaluated in accordance with formally articulated standards, work that is interpretable within a framework of disciplinary knowledge and modes of inquiry. (304)
Writing on the Margins, 2005
The first essay in this part was my Chair’s address to the 1988 CCCC Convention; the second was a... more The first essay in this part was my Chair’s address to the 1988 CCCC Convention; the second was a keynote address to the Fourth National Basic Writing Conference (in The New Republic, James Traub labeled this meeting “the p.c. assault” on the teaching of remedial English); the essay “What Is Composition” was written for a millennial conference whose primary sponsor was the WPA (the council of Writing Program Administrators); and the final two short pieces — “Composition: 1900–2000” and “Literacy and Departments of Language and Literature” — were published first in PMLA and were prompted by my presence on the Executive Council of the MLA. I’ve had the opportunity to work with most of the major national organizations in the profession (also including the National Council of Teachers of English (NCTE) and the Associated Departments of English (ADE) and with that has come the temptation (and the occasions) to make the Big Statement on behalf of my colleagues and the field. Most of these pieces are Utopian. On such occasions, a speaker describes a world elsewhere, a world of desire — or at least that was my strategy. The three lectures were revised as essays and these, too, were meant to provoke controversy and to imagine a future. It is clear that all three had some effect, since they are often cited or used as a point of reference in thinking about key issues or about the history of the field. And the final piece in this section is an interview first published in Issues in Writing where the questions pushed in the direction of professional issues.
College Composition and Communication, 1987
College Composition and Communication, 1991
Rhetoric Review, 1988
Gary Tate, ed., Teaching Composition: Twelve Bibliographical Essays. Fort Worth: Texas Christian ... more Gary Tate, ed., Teaching Composition: Twelve Bibliographical Essays. Fort Worth: Texas Christian University, 1987. xiv + 434 pages.Stephen M. North, The Making of Knowledge in Composition: Portrait of an Emerging Field. Upper Montclair, NJ: Boynton/Cook, 1987. 403 pages.
Teachers College Record: The Voice of Scholarship in Education, 1986
The claim to attention of an ethnographic account does not rest on its author's ability to ca... more The claim to attention of an ethnographic account does not rest on its author's ability to capture primitive facts in faraway places and carry them home like a mask or a carving, but on the degree to which he is able to clarify what goes on in such places, to reduce the puzzlement—what manner of men are these?—to which unfamiliar acts emerging out of unknown backgrounds naturally give rise.
College Composition and Communication, 1987
Will reading habit influence your life? Many say yes. Reading facts artifacts and counterfacts th... more Will reading habit influence your life? Many say yes. Reading facts artifacts and counterfacts theory and method for a reading and writing course is a good habit; you can develop this habit to be such interesting way. Yeah, reading habit will not only make you have any favourite activity. It will be one of guidance of your life. When reading has become a habit, you will not make it as disturbing activities or as boring activity. You can gain many benefits and importances of reading. When coming with facts artifacts and counterfacts theory and method for a reading and writing course, we feel really sure that this book can be a good material to read. Reading will be so enjoyable when you like the book. The topic and how the book is presented will influence how someone loves reading more and more. This book has that component to make many people fall in love. Even you have few minutes to spend every day to read, you can really take it as advantages. Compared with other people, when someone always tries to set aside the time for reading, it will give finest. The result of you read facts artifacts and counterfacts theory and method for a reading and writing course today will influence the day thought and future thoughts. It means that whatever gained from reading book will be long last time investment. You may not need to get experience in real condition that will spend more money, but you can take the way of reading. You can also find the real thing by reading book. Delivering good book for the readers is kind of pleasure for us. This is why, the facts artifacts and counterfacts theory and method for a reading and writing course books that we presented always the books with incredible reasons. You can take it in the type of soft file. So, you can read facts artifacts and counterfacts theory and method for a reading and writing course easily from some device to maximize the technology usage. When you have decided to make this book as one of referred book, you can give some finest for not only your life but also your people around.
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2010
Writing on the Margins, 2005
... Record Details - EJ463748. Title: The Tidy House: Basic Writing in the American Curriculum. F... more ... Record Details - EJ463748. Title: The Tidy House: Basic Writing in the American Curriculum. Full-Text Availability Options: ... Click on any of the links below to perform a new search. Title: The Tidy House: Basic Writing in the American Curriculum. Authors: Bartholomae, David. ...
College Composition and Communication, 1995
This essay presents results from a comprehensive study of writing in the undergraduate curriculum... more This essay presents results from a comprehensive study of writing in the undergraduate curriculum at the University of Pittsburgh. It is in two sections. The first section reports on interviews with faculty from across the disciplines in the School of Arts and Sciences; the second reports finding from student focus groups and from an extensive student survey. In Spring 2009 we presented the Pittsburgh Study of Writing to the faculty at the University of Pittsburgh. This was a study of writing in the undergraduate curriculum on our campus and, in particular, in the School of Arts and Sciences. The project began in 2003; we learned much along the way-much about undergraduate writing on our campus and much about the pleasures and pitfalls of a campus-wide research project. And there is much in what we learned, we believe, that may be useful to faculty, students, and program directors on other campuses. With that goal in mind, we have prepared two sections of the report for Across the D...
Across the Disciplines, 2010
This essay presents results from a comprehensive study of writing in the undergraduate curriculum... more This essay presents results from a comprehensive study of writing in the undergraduate curriculum at the University of Pittsburgh. It is in two sections. The first section reports on interviews with faculty from across the disciplines in the School of Arts and Sciences; the second reports finding from student focus groups and from an extensive student survey. In Spring 2009 we presented the Pittsburgh Study of Writing to the faculty at the University of Pittsburgh. This was a study of writing in the undergraduate curriculum on our campus and, in particular, in the School of Arts and Sciences. The project began in 2003; we learned much along the way—much about undergraduate writing on our campus and much about the pleasures and pitfalls of a campus-wide research project. And there is much in what we learned, we believe, that may be useful to faculty, students, and program directors on other campuses. With that goal in mind, we have prepared two sections of the report for Across the D...
Whatever our proffesion, ways of reading an anthology for writers can be excellent resource for r... more Whatever our proffesion, ways of reading an anthology for writers can be excellent resource for reading. Discover the existing reports of word, txt, kindle, ppt, zip, pdf, as well as rar in this website. You can absolutely read online or download this book by here. Currently, never ever miss it. Need a fantastic e-book? ways of reading an anthology for writers by , the very best one! Wan na get it? Discover this outstanding electronic book by below currently. Download and install or read online is readily available. Why we are the most effective site for downloading this ways of reading an anthology for writers Naturally, you could select guide in numerous file types as well as media. Seek ppt, txt, pdf, word, rar, zip, as well as kindle? Why not? Get them right here, currently! Searching for qualified reading resources? We have ways of reading an anthology for writers to read, not only read, however additionally download them or perhaps review online. Find this excellent book writt...
Educational Leadership, 1986
Abstract: Fundamental changes are needed in English classes if writing is to be taught. Students ... more Abstract: Fundamental changes are needed in English classes if writing is to be taught. Students must have time to write, and they must have someone reading and responding to their writing. Students need to pay attention to their writing and the writing of others, and ...