Instructor’s Resource Manual and Multimedia Guide

1 instructor s Resource ManualandMultimedia Guideto accompany Anson/SchweglerThe Longman Handbookfor Writers and ReadersThird EditionandAnson/Schwegler/MuthThe Longman Writer s CompanionSecond EditionStephen ParksTemple UniversityNew York Boston San FranciscoLondon Toronto Sydney Tokyo Singapore MadridMexico City Munich Paris Cape Town Hong Kong MontrealiiNOTE REGARDING WEBSITES AND PASSWORDSIf you need a password to access instructor supplements on a Longman book-specific Website, use the following information:Username: awlbookPassword: adoptInstructor s Manual to accompany Anson/Schwegler, The Longman Handbookfor Readers and Writers, Third Edition, and Anson/Schwegler/Muth, TheLongman Writer s Companion, Second EditionCopyright 2003 Pearson Education, rights reserved. Printed in the United States of America. Instructors mayreproduce portions of this book for classroom use only.

2 All other reproductionsare strictly prohibited without prior permission of the publisher, except in thecase of brief quotations embodied in critical articles and visit our Web site at : 0-321-10704-71 2 3 4 5 6 7 8 9 10 -DPC - 05 04 03 02iiiInstructor s Resource Manualto AccompanyThe Longman Handbook for Writers andReadersByElaine HaysSylvia ShawSally GomaaMike DeMariaBill SpathivStevens AmidonvTable of ContentsCHAPTER 1: INTRODUCTION: USING THE LONGMANHANDBOOK IN YOUR CLASSROOM1A Note from Chris Anson and Robert Schwegler1 How Students Consult handbooks3 Helping Students Use The Longman HandbookAs a Reference5 Helping Students Use The Longman Handbook toAccompany Responses to Writing 7 Helping Students Use The Longman Handbook as aClass Text9 Drawing on the Special Emphases ofThe Longman Handbook10 The Organization of The Longman Handbook 14viDesigning Courses with The Longman Handbook17 Course Design Strategies18 Process Strategies18 Collaborative Pedagogies and Writing Strategies20 Student and instructor Roles22 Goals for Reading and Writing23 Practical Issues in Course Design30 Types of Courses using The Longman Handbook36 Specific Suggestions for Course Design39 Online Resources41 Sample Syllabi42 Syllabus for a Process-Based Course Built AroundviiCollaboration Using The Call to Write143

3 Syllabus for a Process-Based Course Built Around GenreUsing Call to Write49 Syllabus for a Traditional Process-Based CourseUsing From Sight to Insight79 Syllabus for a Process-Based Course Built AroundThe Modes Using Patterns of Exposition 92 Syllabus for a Process-Based Course Built AroundCultural Studies Using Signs of Life in the USA 102 Syllabus for an Argument-Based CourseUsing The Informed Argument133 Syllabus for a Technical Writing Course UsingLannon s Technical Writing141 Syllabus for a Writing Intensive Course in Art History164 Evaluation and Assessment178viiiAssessing Student Writing178 Assessing instructor Performance180 instructor Research181 Organization of this IRM182 Quotes from WritersIntroductory EssayIdeas from ExpertsChapter SummariesTips for TeachersActivitiesWriting AssignmentsExercisesOnline ActivitiesixLinks to the Longman Writer s CompanionCHAPTER 2: USING PART 1: WRITING, READING, ANDTHINKING: JOINING COMMUNITIES185 Quotes from Writers185 What Do We Mean By Community?

4 186 Ideas from Experts189 Chapter Summaries of Part 1 of The Longman Handbook 189 Tips for Teachers192 Activities193 Writing Assignments193 Exercises195 Online Activities197 Links to the Longman Writer s Companion198xCHAPTER 3: USING PART 2: DRAFTING AND REVISING: SHAPING YOUR WRITING FOR YOUR COMMUNITY199 Quotes from Writers200 Recognizing and Participating Within WritingCommunities: A Sociocognitive Approach200 Ideas from Experts201 Chapter Summaries of Part 2 of The LongmanHandbook 201 Tips for Teachers205 Activities205 Writing Assignments206 Exercises207xiOnline Activities209 Links to the Longman Writer s Companion210 CHAPTER 4: USING PART 3: REPRESENTINGYOURSELF: CREATING YOUR PLACE IN ACOMMUNITY211 Quotes from Writers211 Location, Location, Location: Recognizing Audience and theLanguage of Power211 Ideas from Experts213 Chapter Summaries of Part 3 of The Longman Handbook 213 Tips for Teachers215 Activities216 Writing Assignments216 Exercises217xiiOnline Activities217 Links to the Longman Writer s Companion219 CHAPTER 5: USING PART 4: EDITING ANDPROOFREADING: MEETING COMMUNITYEXPECTATIONS221 Quotes from Writers221 Responding to the Needs of ESL Students and Native EnglishSpeakers (NES)223 Ideas from Experts226 Chapter Summaries of Part 4 of The Longman Handbook 226 Tips for Teachers234 Activities235 Writing Assignments243 Exercises244xiiiOnline Activities291 Links to the Longman Writer s Companion293 CHAPTER 6: USING PART 5: RESEARCH STRATEGIES:READING AND WRITING WITHIN A RESEARCHCOMMUNITY297 Quotes from Writers297 Why Teach the Research Paper?

5 297 Ideas from Experts300 Chapter Summaries of Part 5 of The Longman Handbook 301 Tips for Teachers303 Activities303 Writing Assignments305 Exercises306 Online Activities308xivLinks to the Longman Writer s Companion309 CHAPTER 7: USING PART 6: USING CITATIONSTYLES311 Quotes from Writers311 Citation Styles: A History of Meeting CommunityExpectations311 Ideas from Experts316 Chapter Summaries of Part 6 of The Longman Handbook 316 Tips for Teachers318 Activities318 Writing Assignments319 Sample CBE Paper320 Sample CMS Paper327xvExercises335 Online Activities335 Links to Longman Writer s Companion336 CHAPTER 8: USING PART 7: WRITINGSTRATEGIES337 Quotes from Writers337 How Do we Begin?337 Writing Across the Disciplines339 Ideas from Experts341 Chapter Summaries of Part 7 of The Longman Handbook 341 Tips for Teachers343 Activities344 Writing Assignments344xviExercises345 Online Activities347 Links to the Longman Writer s Companion348 APPENDIXES349 Suggested Readings349 Works Cited361 Additional Resources365 Exercise Answer Key for this IRM368xviiCHAPTER 1:Introduction: Using The Longman Handbook in YourClassroomQuotes from WritersIf we had to say what writing is, we could define it essentially asan act OzickA NOTE FROM CHRIS ANSON AND ROBERTSCHWEGLER: USING THE LONGMAN HANDBOOKThis instructor s Resource Manual provides backgroundinformation, teaching suggestions, and classroom activities forboth experienced and beginning instructors.

6 We have included thebasics, of course: discussions of individual chapters and their uses,additional exercises, and exercises for use in class and asindividual assignments. We provide a good deal more, however,including discussions of the research and theory supporting thedesign of The Longman Handbook for Writers and Readers,suggestions for course design and assignment sequences, advice2for new instructors, bibliographies of resources for compositionteaching, innovative writing and reading assignments, and full-length sample papers keyed to chapters in the you are looking for innovative ways to use The LongmanHandbook and to design composition instruction, we hope you willfind many practical suggestions in The Resource Manual . Thischapter introduces the many issues involved in course design andincludes a number of sample syllabi, including one for anintroductory course using The Longman Handbook with JohnTrimbur s groundbreaking new textbook, The Call to 2 through 8 discuss each of the seven parts of TheLongman Handbook and provide exercises, assignments, on-lineactivities, and answer keys for the exercises.

7 The appendixesinclude a brief bibliography of recent scholarship, which willprovide you with background and supplementary readings that willallow you to investigate further the approaches to teaching writingsuggested by this Manual and The Longman , we have worked hard to meet both student and instructorexpectations that classroom work will be supplemented andexpanded upon by on-line and hypertext resources. For instance,the Longman Handbook Web site ( ) includespractice exercises for every chapter, helpful links, brief writingsamples illustrating key concepts of many chapters, completeannotated student papers, an interactive writing checklist to helpstudents evaluate their completed essays, access to on-line writinggroups, and an interactive module on Internet searching methods.(The CD-ROM that accompanies The Longman Handbookincludes a searchable on-line version of the handbook withadditional exercises for students.)

8 In addition, Pearson HigherEducation has created CourseCompass, a dynamic, interactiveeLearning program powered by Blackboard. This program allowsyou to link Pearson Higher Education content with your own classmaterials. For more information, you can can also benefit. The Web site includes PowerPointpresentations, overhead transparencies, and on-line resources3available for daily use in their classroom. In addition, the Web siteprovides information on how instructors can link their classroomsto other on-line educational opportunities, for instance, live on-linediscussions with authors such Dorothy Allison and August Wilson(see Penguin Partnership). One of the features of this instructor sManual will be to highlight where these and other on-lineresources can be connected to work both you and your students aredoing with the print version of The Longman STUDENTS CONSULT HANDBOOKS, AND HOWTHEY CAN USE THE LONGMAN HANDBOOKWhat do students do when they turn to a handbook for help eitherin response to comments made by an instructor , the responses ofpeer readers, or challenges they encounter in preparing an essay orreport?

9 Students begin with a handbook s index, looking for termsused by their instructors in class discussions or familiar to themfrom other courses. Often, however, the terms for which a studentis searching either do not appear in the index (or the text), orappear in a different form. The index to The Longman Handbookincludes not only terms used in the handbook itself, but commonvariations of them as well as terms commonly used in otherhandbooks and in composition courses (including secondaryschool courses). The index also provides numerous cross-references, increasing the likelihood that students will need to gono further than the The Longman Handbook s index to locate theadvice they Many students also consult a handbook s glossary of terms andconcepts, often after using the index. For ease of use, TheLongman Handbook provides a single glossary that defines terms,4deals with questions of usage, and provides references todiscussions in the text, rather than asking students to consultseparate glossaries dealing with grammatical concepts and If students do not get the direction they need from a handbook sindex or glossaries, they often turn to other resources a text offers:the table of contents and brief lists of resources and correctionsymbols presented inside the front and back covers of the book.

10 Inaddition to a detailed table of contents preceding the text and abrief list of contents inside the front cover, The LongmanHandbook offers a list of correction symbols (with references tothe text), examples of common errors and the terms used todescribe them, as well as response symbols for use by peer readers(all presented inside the back cover).4. When they have identified the handbook section likely toprovide the advice they need, some students turn to it and beginreading the entire discussion. Most students do not follow thispath, however. Instead, they scan the section looking for sentencesor passages similar to those they are revising, editing, orcorrecting. Next they read the discussion immediately surroundingthe example and then any specially highlighted advice in therelevant section.