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Table of Contents
1 Cover
4 Preface John's Introduction of Coauthor Dan Melzer Dan's Perspective on the Third Edition of Engaging Ideas Recent Developments Influencing the Third Edition What's New in the Third Edition? What Hasn't Changed? Structure of the Book Thanks and Acknowledgments
6 1 Using Writing to Promote Thinking Steps for Integrating Writing and Critical Thinking Activities into a Course Four Discouraging Beliefs and Some Encouraging Responses Conclusion: Engaging Your Students with the Ideas of Your Course
7 PART ONE: Understanding Connections Between Thinking and Writing 2 How Writing Is Related to Critical Thinking Overview of the Writing Across the Curriculum and Critical Thinking Movements Writing, Thinking, and a Dialogic View of Knowledge Avoiding a Thesis: Three Cognitively Immature Essay Structures What Causes These Organizational Problems? Pedagogical Strategies for Promoting Critical Thinking Teaching Thinking through Teaching Revision Conclusion: The Implications of Writing as a Means of Thinking in the Undergraduate Curriculum Note 3 Helping Writers Think Rhetorically Helping Students Think about Audience and Purpose Helping Students Think about Genre Genre Awareness and Student Learning Conclusion: Thinking Rhetorically as a Transferable Skill
8 PART TWO: Designing Problem - Based Writing Assignments 4 Formal Writing Assignments Situated in Rhetorical Contexts Thinking Rhetorically: Five Variations on the Same Assignment Articulation of Learning Goals as Preparation for Designing Assignments Planning Your Course Backward by Designing the Last Assignment First Best Practices in Assignment Design Designing an Effective Assignment Prompt Example of an Effective Assignment Handout A Common Problem: Asking Too Many Questions Asking a Colleague to “Peer‐Review” Your Assignment Handout Giving the Assignment in Class Assignments Leading to Closed‐Form Thesis‐Governed Writing Microtheme Assignments for Writing‐to‐Learn More Open Forms: Alternatives to the Thesis‐Governed Paper A Potpourri of Other Kinds of Alternative Formal Assignments Multimodal Alternatives to Formal Assignments Conclusion: Writing Assignments in the Context of the Whole Course 5 Informal, Exploratory Writing Activities Why We Find Exploratory Writing Valuable Common Objections to Exploratory Writing Logistics, Media, and Methods for Assigning Exploratory Writing Explaining Exploratory Writing to Students Twenty Ideas for Incorporating Exploratory Writing into a Course Evaluating Exploratory Writing Managing the Workload Conclusion: Engaging Ideas through Exploratory Writing Note
9 PART THREE: Coaching Students as Learners, Thinkers, and Writers 6 Designing Tasks to Promote Active Thinking and Learning Ten Strategies for Designing Critical Thinking Tasks Conclusion: Strategies for Designing Critical Thinking Tasks
