Demythologizing Language Difference In The Academy

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Demythologizing Language Difference in the Academy

Mark Waldo
Demythologizing Language Difference in the Academy Book PDF

Author : Mark Waldo
Publisher : Routledge
Page : 208 pages
File Size : 55,7 Mb
Release : 2004-02-04
Category : Language Arts & Disciplines
ISBN : 9781135704490

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Demythologizing Language Difference in the Academy by Mark Waldo Pdf

In this volume, Mark Waldo argues that writing across the curriculum (WAC) programs should be housed in writing centers and explains an innovative approach to enhancing their effectiveness: focus WAC on the writing agendas of the disciplines. He asserts that WAC operation should reflect an academy characterized by multiple language communities--each with contextualized values, purposes, and forms for writing, and no single community's values superior to another's. Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines instead of writing to learn, Waldo proposes: *housing WAC in comprehensive writing centers independent of any other department; *using dialogue and inquiry rather than prescriptive techniques in the WAC program's interaction with faculty in other disciplines; and *phasing out writing assessment that depends on one test measuring the writing abilities of students from all disciplines. In the process of making his case, Waldo discusses tutor training, faculty consultancy, and multilayered assessment programs. In addition to presenting the theoretical and practical advantages of discipline-based WAC programs, he also offers clear and compelling evidence from his own institution that supports the success of this approach to writing instruction. Demythologizing Language Difference in the Academy: Establishing Discipline-Based Writing Programs will be of interest to writing program and WAC administrators; writing center administrators; graduate students studying composition; and educators and graduate students involved in WAC initiatives, research, and study.

Demythologizing Language Difference in the Academy

Mark L. Waldo
Demythologizing Language Difference in the Academy Book PDF

Author : Mark L. Waldo
Publisher : Routledge
Page : 210 pages
File Size : 50,6 Mb
Release : 2004
Category : Language Arts & Disciplines
ISBN : 0805847367

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Demythologizing Language Difference in the Academy by Mark L. Waldo Pdf

In this volume, Mark Waldo argues that writing across the curriculum (WAC) programs should be housed in writing centers and explains an innovative approach to enhancing their effectiveness: focus WAC on the writing agendas of the disciplines. He asserts that WAC operation should reflect an academy characterized by multiple language communities--each with contextualized values, purposes, and forms for writing, and no single community's values superior to another's. Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines instead of writing to learn, Waldo proposes: *housing WAC in comprehensive writing centers independent of any other department; *using dialogue and inquiry rather than prescriptive techniques in the WAC program's interaction with faculty in other disciplines; and *phasing out writing assessment that depends on one test measuring the writing abilities of students from all disciplines. In the process of making his case, Waldo discusses tutor training, faculty consultancy, and multilayered assessment programs. In addition to presenting the theoretical and practical advantages of discipline-based WAC programs, he also offers clear and compelling evidence from his own institution that supports the success of this approach to writing instruction. Demythologizing Language Difference in the Academy: Establishing Discipline-Based Writing Programs will be of interest to writing program and WAC administrators; writing center administrators; graduate students studying composition; and educators and graduate students involved in WAC initiatives, research, and study.

Creative Composition

Danita Berg,Lori A. May
Creative Composition Book PDF

Author : Danita Berg,Lori A. May
Publisher : Multilingual Matters
Page : 325 pages
File Size : 49,6 Mb
Release : 2015-05-01
Category : Language Arts & Disciplines
ISBN : 9781783093656

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Creative Composition by Danita Berg,Lori A. May Pdf

For decades theorists have opined that the lines between creative writing and composition need to be lifted, yet little has been written about the pedagogical methods that allow a cohesive approach between the disciplines. This book brings together contemporary authors and well-respected creative writing instructors and theorists to explore ways creativity in composition may be encouraged in student writers. The question in this anthology is not ‘Can writing be taught?’ but ‘How can we inspire students to embrace the creative process no matter what they write?’ This book offers multiple strategies to merge the best practices of teaching writing, regardless of the genre.

Teaching L2 Composition

Dana R. Ferris,John S. Hedgcock
Teaching L2 Composition Book PDF

Author : Dana R. Ferris,John S. Hedgcock
Publisher : Routledge
Page : 502 pages
File Size : 43,9 Mb
Release : 2013-10-01
Category : Foreign Language Study
ISBN : 9781136696640

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Teaching L2 Composition by Dana R. Ferris,John S. Hedgcock Pdf

This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading–writing connections. Moving from general themes to specific pedagogical concerns, it includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction. Although all topics are firmly grounded in relevant research, a distinguishing feature of the text is the array of hands-on, practical examples, materials, and tasks that pre- and in-service teachers can use to develop the complex skills involved in teaching second language writing. Each chapter includes Questions for Reflection, Further Reading and Resources, Reflection and Review, and Application Activities. An ideal text for L2 teacher preparation courses, courses that include both L1 and L2 students, and workshops for instructors of L2 writers in academic (secondary and postsecondary) settings, the accessible synthesis of theory and research enables readers to see the relevance of the field’s knowledge base to their own present or future classroom settings and student writers.

Rhetorical Strategies and Genre Conventions in Literary Studies

Laura Wilder
Rhetorical Strategies and Genre Conventions in Literary Studies Book PDF

Author : Laura Wilder
Publisher : SIU Press
Page : 250 pages
File Size : 55,5 Mb
Release : 2012-05-31
Category : Language Arts & Disciplines
ISBN : 9780809330942

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Rhetorical Strategies and Genre Conventions in Literary Studies by Laura Wilder Pdf

Laura Wilder fills a gap in the scholarship on writing in the disciplines and writing across the curriculum with this thorough study of the intersections between scholarly literary criticism and undergraduate writing in introductory literature courses. Rhetorical Strategies and Genre Conventions in Literary Studies is the first examination of rhetorical practice in the research and teaching of literary study and a detailed assessment of the ethics and efficacy of explicit instruction in the rhetorical strategies and genre conventions of the discipline. Using rhetorical analysis, ethnographic observation, and individual interviews, Wilder demonstrates how rhetorical conventions play a central, although largely tacit, role in the teaching of literature and the evaluation of student writing. Wilder follows a group of literature majors and details their experiences. Some students received experimental, explicit instruction in the special topoi, while others received more traditional, implicit instruction. Arguing explicit instruction in disciplinary conventions has the potential to help underprepared students, Wilder explores how this kind of instruction may be incorporated into literature courses without being overly reductive. Taking into consideration student perspectives, Wilder makes a bold case for expanding the focus of research in writing in the disciplines and writing across the curriculum in order to grasp the full complexity of disciplinary discourse.

Reference Guide to Writing Across the Curriculum

Charles Bazerman,Joseph Little
Reference Guide to Writing Across the Curriculum Book PDF

Author : Charles Bazerman,Joseph Little
Publisher : Parlor Press LLC
Page : 192 pages
File Size : 52,8 Mb
Release : 2005-07-04
Category : Reference
ISBN : 9781602353176

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Reference Guide to Writing Across the Curriculum by Charles Bazerman,Joseph Little Pdf

This reference guide traces the writing across the curriculum movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education.

Assignments across the Curriculum

Dan Melzer
Assignments across the Curriculum Book PDF

Author : Dan Melzer
Publisher : University Press of Colorado
Page : 159 pages
File Size : 47,5 Mb
Release : 2014-05-15
Category : Language Arts & Disciplines
ISBN : 9781492012825

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Assignments across the Curriculum by Dan Melzer Pdf

In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments. The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement. Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.

Learn to Write Badly

Michael Billig
Learn to Write Badly Book PDF

Author : Michael Billig
Publisher : Cambridge University Press
Page : 243 pages
File Size : 44,7 Mb
Release : 2013-06-20
Category : Psychology
ISBN : 9781107244870

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Learn to Write Badly by Michael Billig Pdf

Modern academia is increasingly competitive yet the writing style of social scientists is routinely poor and continues to deteriorate. Are social science postgraduates being taught to write poorly? What conditions adversely affect the way they write? And which linguistic features contribute towards this bad writing? Michael Billig's witty and entertaining book analyses these questions in a quest to pinpoint exactly what is going wrong with the way social scientists write. Using examples from diverse fields such as linguistics, sociology and experimental social psychology, Billig shows how technical terminology is regularly less precise than simpler language. He demonstrates that there are linguistic problems with the noun-based terminology that social scientists habitually use - 'reification' or 'nominalization' rather than the corresponding verbs 'reify' or 'nominalize'. According to Billig, social scientists not only use their terminology to exaggerate and to conceal, but also to promote themselves and their work.

Assessing and Improving Student Writing in College

Barbara E. Walvoord
Assessing and Improving Student Writing in College Book PDF

Author : Barbara E. Walvoord
Publisher : John Wiley & Sons
Page : 128 pages
File Size : 40,9 Mb
Release : 2014-07-07
Category : Education
ISBN : 9781118559185

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Assessing and Improving Student Writing in College by Barbara E. Walvoord Pdf

Step-by-step guidance for shaping better writers while keeping faculty workloads manageable Effective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently. Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to: Articulate goals for student writing Measure student writing Improve student writing Document that improvement The book begins by addressing four basic concepts: what we mean by writing, what we mean by "good" writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English. The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments. Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.

(Re)Considering What We Know

Linda Adler-Kassner,Elizabeth Wardle
Re Considering What We Know Book PDF

Author : Linda Adler-Kassner,Elizabeth Wardle
Publisher : University Press of Colorado
Page : 355 pages
File Size : 40,8 Mb
Release : 2020-01-10
Category : Language Arts & Disciplines
ISBN : 9781607329329

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(Re)Considering What We Know by Linda Adler-Kassner,Elizabeth Wardle Pdf

Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing. Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies. (Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know. Contributors: Marianne Ahokas, Jonathan Alexander, Chris M. Anson, Ian G. Anson, Sarah Ben-Zvi, Jami Blaauw-Hara, Mark Blaauw-Hara, Maggie Black, Dominic Borowiak, Chris Castillo, Chen Chen, Sandra Descourtis, Norbert Elliot, Heidi Estrem, Alison Farrell, Matthew Fogarty, Joanne Baird Giordano, James Hammond, Holly Hassel, Lauren Heap, Jennifer Heinert, Doug Hesse, Jonathan Isaac, Katie Kalish, Páraic Kerrigan, Ann Meejung Kim, Kassia Krzus-Shaw, Saul Lopez, Jennifer Helane Maher, Aishah Mahmood, Aimee Mapes, Kerry Marsden, Susan Miller-Cochran, Deborah Mutnick, Rebecca Nowacek, Sarah O’Brien, Ọlá Ọládipọ̀, Peggy O’Neill, Cassandra Phillips, Mya Poe, Patricia Ratanapraphart, Jacqueline Rhodes, Samitha Senanayake, Susan E. Shadle, Dawn Shepherd, Katherine Stein, Patrick Sullivan, Brenna Swift, Carrie Strand Tebeau, Matt Thul, Nikhil Tiwari, Lisa Tremain, Lisa Velarde, Kate Vieira, Gordon Blaine West, Anne-Marie Womack, Kathleen Blake Yancey, Xiaopei Yang, Madylan Yarc

Building Online Communities in Higher Education Institutions: Creating Collaborative Experience

Stevenson, Carolyn N.
Building Online Communities in Higher Education Institutions Creating Collaborative Experience Book PDF

Author : Stevenson, Carolyn N.
Publisher : IGI Global
Page : 473 pages
File Size : 40,8 Mb
Release : 2014-02-28
Category : Education
ISBN : 9781466651791

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Building Online Communities in Higher Education Institutions: Creating Collaborative Experience by Stevenson, Carolyn N. Pdf

Members of today’s online educational settings are often isolated which can prohibit the sharing of ideas and best practices among individuals working and learning as a collective group. Promoting collaboration across various disciplines and departments fosters professional development activities, as well as creates strong connections to the entire online community. Building Online Communities in Higher Education Institutions: Creating Collaborative Experience cultivates knowledge on topics pertaining to the improvement of communication and collaboration in online learning communities. Advancing the current scope of research in this field, this book is designed for use by faculty, students, researchers, practitioners, and college administrators interested in strengthening communication and collaboration in virtual settings.

Everyday Genres

Mary Soliday
Everyday Genres Book PDF

Author : Mary Soliday
Publisher : SIU Press
Page : 175 pages
File Size : 43,6 Mb
Release : 2011-02-07
Category : Education
ISBN : 9780809330195

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Everyday Genres by Mary Soliday Pdf

Mary Soliday calls on genre theory- which proposes that writing cannot be separated from social situation-to analyze the common assignments given to writing students in the college classroom, and to investigate how new writers and expert readers respond to a variety of types of coursework in different fields. This in-depth study of writing pedagogy looks at many challenges facing both instructors and students in college composition classes, and offers a thorough and refreshing exploration of writing experience, ability, and rhetorical situation.

Writing-Intensive

Wendy Strachan
Writing Intensive Book PDF

Author : Wendy Strachan
Publisher : University Press of Colorado
Page : 307 pages
File Size : 48,8 Mb
Release : 2008-04-01
Category : Education
ISBN : 9780874217049

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Writing-Intensive by Wendy Strachan Pdf

In one of the few book-length studies of a major post-secondary writing-across-the-curriculum initiative from concept to implementation, Writing-Intensive traces the process of preparation for new writing requirements across the undergraduate curriculum at Simon Fraser University, a mid-sized Canadian research university. As faculty members across campus were selected to pilot writing-intensive courses, and as administrators and committees adjusted the process toward full implementation, planners grounded their pedagogy in genre theory—a new approach for many non-composition faculty. So doing, the initiative aimed to establish a coherent yet rhetorically flexible framework through which students might improve their writing in all disciplines. Wendy Strachan documents this campus cultural transformation, exploring successes and impasses with equal interest. The study identifies factors to be considered to avoid isolating the teaching of writing in writing-intensive courses; to engender a university-wide culture that naturalizes writing as a vital part of learning across all disciplines; and to keep the teaching of writing organic and reflected upon in a scholarly manner across campus. A valuable case history for scholars in writing studies, WAC/WID, and curricular change studies.

Open Mike

Michael Eric Dyson,Michael Dyson
Open Mike Book PDF

Author : Michael Eric Dyson,Michael Dyson
Publisher : Basic Books
Page : 448 pages
File Size : 50,7 Mb
Release : 2008-08-04
Category : Social Science
ISBN : 9780786724024

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Open Mike by Michael Eric Dyson,Michael Dyson Pdf

Here, collected for the first time, are interviews and essays representing Michael Eric Dyson's most important thinking on race and identity. Exploring such topics as "whiteness" as seen through a black man's eye, modernism and postmodernism in black culture, and the emancipating role of black music from the plantation to the ghetto, Open Mike is a perfect introduction to Dyson's work and a must-have for students and scholars in African American Studies and Cultural Studies.

Academic Writing Consulting and WAC

Jeffrey Jablonski
Academic Writing Consulting and WAC Book PDF

Author : Jeffrey Jablonski
Publisher : Hampton Press (NJ)
Page : 236 pages
File Size : 43,7 Mb
Release : 2006
Category : Education
ISBN : STANFORD:36105127431968

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Academic Writing Consulting and WAC by Jeffrey Jablonski Pdf

This book provides theoretical models and practical methods for helping writing teachers and writing program administrators within postsecondary institutions conduct the interdisciplinary, collaborative consulting activities that are common with formal and information writing across the curriculum (WAC) programs. It specifically discusses how to conduct the day-to-day work of negotiating close working partnerships with faculty in other disciplines and is the first book length treatment to do so. The book deepens current understandings of how writing specialist collaborate with non-writing specialists in academic contexts and provides a map for structuring successful collaborations in the future.