New college instructors often are advised, coached, and mentored by department professors who may not have scheduled class time to meet regularly with their novice educators. This book meets many of the principles outlined in the position statements of the Conference on College Composition and Communications and the Council of Writing Program Administrators. The pedagogical stances on which PWP lessons here are based will support the work of the college supervisors. Graduate teaching assistants and new instructors may not know what questions to ask about lesson planning, grading, and classroom management. Some may be teaching in culturally and experientially diverse settings unfamiliar to them. This mentoring handbook describes, but not prescribes, methods, materials, and management strategies that can help maintain morale during that critical first year as a college instructor.
Anna J. Small Roseboro, a National Board-Certified Teacher has over four decades teaching in five states. She has experience in public and private schools and colleges, mentoring early career educators, facilitating leadership institutes. She has served as a director of a summer program and chair of her English department, published six textbooks based on these experiences, and was awarded Distinguished Service Awards by the California Association of Teachers of English and the National Council of Teachers of English. Claudia A. Marschall taught English and theater arts for thirty years for the Buffalo Public Schools in Buffalo, New York. She also mentored the districts newly hired English-language arts teachers and those with fewer than three years of classroom experience through the district's Mentor Teacher Internship Program.
Acknowledgments Introduction Chapter One: Preparing to Be Effective and Efficient Chapter Two: Networking with Narratives to Cultivate Community Chapter Three: Understanding Grammars to Negotiate Conventions Chapter Four: Writing to Clarify Thinking Chapter Five: Engaging Expository Writing Chapter Six: Composing Compelling Arguments Chapter Seven: Writing Persuasively to Impact Thinking and Behavior Chapter Eight: Writing for Speaking and Multimodal Presentations Afterword Bibliography Index About the Contributors About the Authors
Students deserve graduate teaching assistants and professors with basic knowledge of learning theory and pedagogy. Planning with Purpose, written primarily from an introductory writing and speaking perspective, can be a valuable resource for scholars in math, science, and engineering. Roseboro and Marshall have laid out a guide, a roadmap useful for first-year or early-career graduate student instructors, adjuncts, lecturers, fixed-term or assistant professors. Readers can return to Planning with Purpose to write teaching philosophy statements, to prepare for an interview with a search committee, or to design a teaching demonstration. Such a teaching mentor is right here. -- Nalova Westbrook, PhD, curriculum and instruction, The Pennsylvania State University Here's the twenty-four-hour resourceful mentor that every English teacher wants on call from the moment of planning the first class meeting to the final assessment. From the beginning, these two talented English teachers with decades of experience and current in-put from first year college teachers guide these new instructors on how to achieve the college's academic goals while focusing directly on the individuals in their classes-repeatedly describing a range of methods beginning with the students' knowledge and interests and developing those into the practices of critical thinking and various modes of writing essential to achieve success in their field. Each chapter establishes goals, strategies, practical step-by-step processes, reinforcement, and self-assessment for the assignment all designed to encourage students to build their best skill sets possible and guiding the college instructor how to succeed at each stage. What a terrific boon for both new and experienced English educators! -- Alison Taylor Fastov, former English department chair; English teacher emeritus, Georgetown Day School, Washington, DC
