Writing to Teach; Writing to Learn in Higher Education is a comprehensive guide for professors seeking to integrate writing-across-the-curriculum principles into their pedagogy. Through the exploration of theory and practice, treating both pre-writing techniques and classical rhetorical patterns as heuristics, Leist outlines the process of incorporating writing into a curriculum. Major concerns of professors in all disciplines about writing intensive courses and the assignment and evaluation of writing are addressed; and practical advice for implementing a new curriculum is offered. This advice includes examples of how to construct writing assignments, details on how to articulate expectations, and methods for evaluating results. The text includes appendices with sample checklists, a master scoring rubric, and examples of syllabi and individual assignments. From beginning to end, Writing to Teach; Writing to Learn in Higher Education helps prepare professors to use writing as an intrinsic part of their curriculum.

A Nurturing Blight is a qualitative study of one-room schools in a rural Virginia county. Susan M. Leist examines twenty interviews with people who attended or taught in these schools and analyzes them for traits that can inform modern education. These twenty voices give fascinating portrayals of school as a wonderful experience for both students and teachers, an experience quite different from most portrayals of modern schooling. They have much to teach us and much that modern teachers can integrate in their own philosophies.

How can educators demonstrate that writing is essential both in and out of the classroom? How can they help their students build a strong writing foundation and grow as writers? Writing to Teach; Writing to Learn in Secondary Schools is a comprehensive guide for high school teachers who want to use writing as a teaching tool in any discipline. It provides instructional materials for generating and structuring writing, guidance for developing writing assignments and for evaluating writing, and sample syllabi and assignments. This user-friendly and hands-on book enables teachers in all disciplines to develop the techniques and methods necessary for effectively using writing as a teaching tool.

Writing to Teach; Writing to Learn in Higher Education is a comprehensive guide for professors seeking to integrate writing-across-the-curriculum principles into their pedagogy. Through the exploration of theory and practice, treating both pre-writing techniques and classical rhetorical patterns as heuristics, Leist outlines the process of incorporating writing into a curriculum. Major concerns of professors in all disciplines about writing intensive courses and the assignment and evaluation of writing are addressed; and practical advice for implementing a new curriculum is offered. This advice includes examples of how to construct writing assignments, details on how to articulate expectations, and methods for evaluating results. The text includes appendices with sample checklists, a master scoring rubric, and examples of syllabi and individual assignments. From beginning to end, Writing to Teach; Writing to Learn in Higher Education helps prepare professors to use writing as an intrinsic part of their curriculum.