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Newcomb, Matthew; Leshowitz, Allison – CEA Forum, 2017
We take a look at work on writing processes by examining design processes. Design processes offer a greater emphasis on empathy with users, feedback and critique during idea generation, and varied uses of materials. After considering work already done on design and composition, we explore a variety of design processes and develop our own…
Descriptors: Writing Processes, Design, Empathy, Feedback (Response)
Riecken, Nancy – CEA Forum, 2009
Can music help students become better thinkers and writers? Over the past three years, the author has incorporated some basic music training techniques in her classrooms to help her teach the writing process to students who would otherwise click her off. The students have developed clearer thinking and organizational skills, and have increased…
Descriptors: Writing Processes, Teaching Methods, Music Education, Writing Instruction
Phillips, Amy Criniti – CEA Forum, 2009
During the fourth year of Amy Phillips' teaching assistantship in the spring semester of 2008, she was asked to teach a 300-level advanced writing course in which she was given the creative freedom to design the syllabus, choose the textbooks, craft all assignments, and organize the course content. However, there was one stipulation: the course,…
Descriptors: Course Content, Writing (Composition), Teaching Methods, Writing Skills
Beckelhimer, Lisa; Hundemer, Ronald; Sharp, Judith; Zipfel, William – CEA Forum, 2007
For several years a number of instructors at the University of Cincinnati have experimented with the concept of problem-based learning (PBL) in their composition courses. The concept, rooted as it is in Socratic method and the hands-on problem-solving advocated by John Dewey, is not new, and though some of its applications may call for adjustments…
Descriptors: Higher Education, Writing Instruction, Writing (Composition), Problem Based Learning
Hankins, June Chase – CEA Forum, 1982
Instead of approaching writing form as a quality essential to the finished product, it may be useful to discuss it--at least initially in the writing process--as something that emerges during writing and that can be refined during the last editing stages of the process. (HOD)
Descriptors: Cerebral Dominance, Cognitive Processes, Higher Education, Language Styles
Thomas, Brook – CEA Forum, 1981
The most important implication of a reader response textual model for the teaching of writing is that unless students know how to read they cannot learn how to write, and unless students know how to read well they will not write well. (HOD)
Descriptors: College English, Higher Education, Reading Processes, Teacher Role
Wess, Robert C. – CEA Forum, 1983
Reports the results of a survey on the use of teacher produced writing in the composition class. Discusses the reasons why teachers do or do not use their own writing models. (MM)
Descriptors: Higher Education, Models, Student Teacher Relationship, Surveys