LEADER 03893nam 2200649 450 001 9910788155803321 005 20230120044852.0 010 $a1-4571-9364-7 010 $a0-87421-966-3 035 $a(CKB)2670000000598588 035 $a(EBL)1975214 035 $a(SSID)ssj0001437524 035 $a(PQKBManifestationID)12595875 035 $a(PQKBTitleCode)TC0001437524 035 $a(PQKBWorkID)11373457 035 $a(PQKB)10787834 035 $a(OCoLC)903985867 035 $a(MdBmJHUP)muse42298 035 $a(Au-PeEL)EBL3442942 035 $a(CaPaEBR)ebr11023097 035 $a(CaONFJC)MIL733550 035 $a(Au-PeEL)EBL1975214 035 $a(MiAaPQ)EBC3442942 035 $a(MiAaPQ)EBC1975214 035 $a(EXLCZ)992670000000598588 100 $a20150323h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAssessing the teaching of writing $etwenty-first century trends and technologies /$fedited by Amy E. Dayton 210 1$aLogan, Utah :$cUtah State University Press,$d2015. 210 4$dİ2015 215 $a1 online resource (226 p.) 300 $aIncludes index. 311 $a0-87421-954-X 311 $a1-336-02264-7 327 $aAssessing teaching : a changing landscape / Amy E. Dayton -- Assessing the teaching of writing : a scholarly approach / Meredith DeCosta and Duane Roen -- Making sense (and making use) of student evaluations / Amy E. Dayton -- Watching other people teach : the challenge of classroom observations / Brian Jackson -- Small group instructional diagnosis : formative, midterm evaluations of composition courses and instructors / Gerald Nelms -- Regarding the "e' in e-portfolios for teacher assessment / Kara Mae Brown, Kim Freeman, and Chris W. Gallagher -- Technology and transparency : sharing and reflecting on the evaluation of teaching / Chris M. Anson -- Telling the whole story : exploring writing center(ed) assessment / Nichole Bennett-Bealer -- Administrative priorities and the case for multiple methods / Cindy Moore -- Teacher evaluation in the age of web 2.0 : what every college instructor should know and every WPA should consider / Amy C. Kimme Hea -- Using national survey of student engagement data and methods to assess teaching in first-year writing and writing across the curriculum / Charles Paine, Chris M. Anson, Robert M. Gonyea, and Paul Anderson -- Documenting teaching in the age of big data / Deborah Minter and Amy Goodburn. 330 $a Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved.Contributors to the volume examine a range of fundamental issue 606 $aEnglish language$xRhetoric$xStudy and teaching$zUnited States$xEvaluation 606 $aReport writing$xStudy and teaching$xEvaluation 606 $aEnglish teachers$xRating of$zUnited States 606 $aCollege teachers$xRating of$zUnited States 615 0$aEnglish language$xRhetoric$xStudy and teaching$xEvaluation. 615 0$aReport writing$xStudy and teaching$xEvaluation. 615 0$aEnglish teachers$xRating of 615 0$aCollege teachers$xRating of 676 $a808/.042071173 702 $aDayton$b Amy E. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788155803321 996 $aAssessing the teaching of writing$93709605 997 $aUNINA LEADER 05765nam 2200721Ia 450 001 9910782776703321 005 20230721004253.0 010 $a1-282-19468-2 010 $a9786612194689 010 $a3-11-019912-2 024 7 $a10.1515/9783110199123 035 $a(CKB)1000000000691493 035 $a(EBL)364698 035 $a(OCoLC)476197187 035 $a(SSID)ssj0000188988 035 $a(PQKBManifestationID)11181227 035 $a(PQKBTitleCode)TC0000188988 035 $a(PQKBWorkID)10155772 035 $a(PQKB)10848034 035 $a(MiAaPQ)EBC364698 035 $a(DE-B1597)34649 035 $a(OCoLC)301989557 035 $a(OCoLC)703226845 035 $a(DE-B1597)9783110199123 035 $a(Au-PeEL)EBL364698 035 $a(CaPaEBR)ebr10256617 035 $a(CaONFJC)MIL219468 035 $a(EXLCZ)991000000000691493 100 $a20080116d2008 uy 0 101 0 $aeng 135 $aur||#|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLanguage in the context of use$b[electronic resource] $ediscourse and cognitive approaches to language /$fedited by Andrea Tyler, Yiyoung Kim, Mari Takada 210 $aBerlin ;$aNew York $cMouton de Gruyter$dc2008 215 $a1 online resource (372 p.) 225 1 $aCognitive linguistics research ;$v37 300 $aDescription based upon print version of record. 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tContents --$tIntroduction --$tPart I Discourse resources in meaning construction and language processing: Discourse management, speaker stance and perspective, cognitive constraints and participant roles --$tPersonal and interpersonal gesture spaces: Functional contrasts in language and gesture --$tThe role of compound pragmatic markers in the construction of Catalan oral narrative --$tAnalyzing narrative informativeness in speech and writing --$tUsage-based and form-focused SLA: The implicit and explicit learning of constructions --$tPerspective shifts in ASL narratives: The problem of clause structure --$tMaking dative a case for semantic analysis: Differences in use between native and non-native speakers of German --$tPersonal pronouns, blending, and narrative viewpoint --$tMeaning construction in humorous discourse: Context and incongruities in conceptual blending --$tMental spaces and mental verbs in early child English --$tSpanish gustar vs. English like: A cognitive analysis of the constructions and its implication for SLA --$tPart II Applying discourse and corpus perspectives to issues in Cognitive Linguistics --$tThe development of verb-argument structure in child discourse: On the use of construction variation in peer play --$tAnother look at French split intransitivity --$tBORING: It s anything but --$tIt s like making a soup: Metaphors and similes in spoken news discourse --$tA discourse approach to metaphor: Explaining systematic metaphors for literacy processes in a school discourse community --$tSuperschemas and the grammar of metaphorical mappings --$tBackmatter 330 $aThe volume explores key convergences between cognitive and discourse approaches to language and language learning, both first and second. The emphasis is on the role of language as it is used in everyday interaction and as it reflects everyday cognition. The contributors share a usage-based perspective on language - whether they are examining grammar or metaphor or interactional dynamics - which situates language as part of a broader range of systems which underlie the organization of social life and human thought. While sharing fundamental assumptions about language, the particulars of the areas of inquiry and emphases of those engaged in discourse analysis versus cognitive linguistics are diverse enough that, historically, many have tended to remain unaware of the interrelations among these approaches. Thus, researchers have also largely overlooked the possibilities of how work from each perspective can challenge, inform, and enrich the other. The papers in the volume make a unique contribution by more consciously searching for connections between the two broad approaches. The results are a set of dynamic, thought-provoking analyses that add considerably to our understanding of language and language learning. The papers represent a rich range of frameworks within a usage-based approach to language. Cognitive Grammar, Mental Space and Blending Theory, Construction Grammar, ethnomethodology, and interactional sociolinguistics are just some of the frameworks used by the researchers in this volume. The particular subjects of inquiry are also quite varied and include first and second language learning, signed language, syntactic phenomena, interactional regulation and dynamics, discourse markers, metaphor theory, polysemy, language processing and humor. The volume is of interests to researchers in cognitive linguistics, discourse and conversational analysis, and first and second language learning, as well as signed languages. 410 0$aCognitive linguistics research ;$v37. 606 $aDiscourse analysis 606 $aCognitive grammar 606 $aLanguage acquisition 610 $aCognitive linguistics. 610 $adiscourse analysis. 615 0$aDiscourse analysis. 615 0$aCognitive grammar. 615 0$aLanguage acquisition. 676 $a401/.41 686 $aER 910$2rvk 701 $aTyler$b Andrea$0280714 701 $aKim$b Yiyoung$01547596 701 $aTakada$b Mari$01547597 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782776703321 996 $aLanguage in the context of use$93804061 997 $aUNINA