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Rhetoric, as a general teaching -- while preaching locality of action and guidelines for handling that locality -- has tended from the beginning to serve as a universality. It has offered a generalized techne with only limited categories, appropriate for all discursive situations, at least for those that were not excluded from the realm of rhetoric. Nonetheless, from its beginnings, rhetoric limited its interests to certain activity fields such as law, government, religion, and most important, the educators of leaders in these activity fields. This collection presents landmarks showing where the Writing-Across-the-Curriculum (WAC) and Writing in the Disciplines (WID) movements have gone. They have opened up a number of prospects that were impossible to see when rhetoric and composition confined their gaze to relatively few discursive activities. This suggests that the rhetorical landscape is becoming more complex and interesting, as well as more responsive to life in the complex, differentiated societies that have emerged in the last few centuries. This volume will reveal to scholars and researchers a range of possibilities for the study of disciplinary discourse and its teaching, and suggest to them new prospects for the future -- and for the better.
Higher education is facing a number of challenges in this new millennium; one well-known management guru has predicted the demise of university education as we know it. Yet the writing-across-the-curriculum movement, now more than twenty-five years old, has remained a stable part of the educational landscape, outlasting other educational innovations by adapting to new educational initiatives. How has WAC transformed itself, and what can WAC directors learn from those who are leading continuing WAC programs? This collections of essays describing how WAC programs have adapted and continue to adapt to meet new challenges is a must-read for everyone concerned with the quality of writing in higher education. Respected WAC advocates and WAC educators explain strategies for continuing WAC programs in an atmosphere of change; explore new avenues of collaboration, such as service learning and the linked-course curricula of learning communities, and predict areas into which WAC programs need to move; and suggest new directions for research on writing across the curriculum. -- From publisher's description.
This collection of 24 essays explores what happens when proponents of writing across the curriculum (WAC) use the latest computer-mediated tools and techniques--including e-mail, asynchronous learning networks, MOOs, and the World Wide Web--to expand and enrich their teaching practices, especially the teaching of writing. Essays and their authors are: (1) "Using Computers to Expand the Role of Writing Centers" (Muriel Harris); (2) "Writing across the Curriculum Encounters Asynchronous Learning Networks" (Gail E. Hawisher and Michael A. Pemberton); (3) "Building a Writing-Intensive Multimedia Curriculum" (Mary E. Hocks and Daniele Bascelli); (4) "Communication across the Curriculum and Institutional Culture" (Mike Palmquist; Kate Kiefer; Donald E. Zimmerman); (5) "Creating a Community of Teachers and Tutors" (Joe Essid and Dona J. Hickey); (6) "From Case to Virtual Case: A Journey in Experiential Learning" (Peter M. Saunders); (7) "Composing Human-Computer Interfaces across the Curriculum in Engineering Schools" (Stuart A. Selber and Bill Karis); (8) "InterQuest: Designing a Communication-Intensive Web-Based Course" (Scott A. Chadwick and Jon Dorbolo); (9) "Teacher Training: A Blueprint for Action Using the World Wide Web" (Todd Taylor); (10) "Accommodation and Resistance on (the Color) Line: Black Writers Meet White Artists on the Internet" (Teresa M. Redd); (11) "International E-mail Debate" (Linda K. Shamoon); (12) "E-mail in an Interdisciplinary Context" (Dennis A. Lynch); (13) "Creativity, Collaboration, and Computers" (Margaret Portillo and Gail Summerskill Cummins); (14) "COllaboratory: MOOs, Museums, and Mentors" (Margit Misangyi Watts and Michael Bertsch); (15) "Weaving Guilford's Web" (Michael B. Strickland and Robert M. Whitnell); (16) "Pig Tales: Literature inside the Pen of Electronic Writing" (Katherine M. Fischer); (17) "E-Journals: Writing to Learn in the Literature Classroom" (Paula Gillespie); (18) "E-mailing Biology: Facing the Biochallenge" (Deborah M. Langsam and Kathleen Blake Yancey); (19) "Computer-Supported Collaboration in an Accounting Class" (Carol F. Venable and Gretchen N. Vik); (20) "Electronic Tools to Redesign a Marketing Course" (Randall S. Hansen); (21) Network Discussions for Teaching Western Civilization" (Maryanne Felter and Daniel F. Schultz); (22) "Math Learning through Electronic Journaling" (Robert Wolfe); (23) "Electronic Communities in Philosophy Classrooms" (Gary L. Hardcastle and Valerie Gray Hardcastle); and (24) "Electronic Conferencing in an Interdisciplinary Humanities Course" (Mary Ann Krajnik Crawford; Kathleen Geissler; M. Rini Hughes; Jeffrey Miller). A glossary and an index are included. (NKA)
This volume collects essential writings in the field of writing center studies as it has blossomed and developed since the 1995 publication of Landmark Essays on Writing Centers. These writings offer a new generation of writing center readers' provocative ideas and research-based praxis on the topics covered in the book’s four parts: Writing Center History, Critical Perspectives on Current Practices, Writing Center Research, and Writing Centers in New Spaces. Its provocative chapters discuss issues including student agency, collaboration, social justice and marginalized populations, community engagement, and online writing instruction. Landmark Essays in Contemporary Writing Center Studies provides an up-to-date introduction to new students and a useful reference for long-time practitioners. It is essential reading for undergraduate and graduate students in composition and education, as well as writing center staff and directors.
Rhetoric, as a general teaching -- while preaching locality of action and guidelines for handling that locality -- has tended from the beginning to serve as a universality. It has offered a generalized techne with only limited categories, appropriate for all discursive situations, at least for those that were not excluded from the realm of rhetoric. Nonetheless, from its beginnings, rhetoric limited its interests to certain activity fields such as law, government, religion, and most important, the educators of leaders in these activity fields. This collection presents landmarks showing where the Writing-Across-the-Curriculum (WAC) and Writing in the Disciplines (WID) movements have gone. They have opened up a number of prospects that were impossible to see when rhetoric and composition confined their gaze to relatively few discursive activities. This suggests that the rhetorical landscape is becoming more complex and interesting, as well as more responsive to life in the complex, differentiated societies that have emerged in the last few centuries. This volume will reveal to scholars and researchers a range of possibilities for the study of disciplinary discourse and its teaching, and suggest to them new prospects for the future -- and for the better.
This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading.
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.
This collection introduces the reader to the ideas that have shaped writing center theory and practice. The essays have been selected not only for the insight they offer into issues but also for their contributions to writing center scholarship. These papers help to chart the legitimation of writing centers by providing both a history and an examination of the philosophies, praxis, and politics that have defined this emerging field. They demonstrate the ways a clearer profile of the discipline has emerged from the research and reflection of writers, like those represented here. This volume charts the emergence of writing centers and the growing recognition of their contributions, roles, and importance. As a nascent discipline, writing centers reflect the concerns with marginality and with finding a respected place in the academy that characterize any new field of academic inquiry, practice, and research. Concomitantly, professionals in these fields seek standing within the academy and a way of defining and validating their contributions to the educational process. Contemporary writing center theorists look to interdisciplinary and multidisciplinary investigations to interpret the work they do and to clarify their aims to the academy at large. Their work employs a variety of philosophical perspectives -- ranging from sociolinguistics to psychoanalytic theory -- to show the complex nature and potential of writing center interactions. The idea has now become the multidimensional realities of the writing center within the academy and within society as a whole. What its role will be in future redefinitions of the educational process, how that role will be negotiated and evaluated, and how professionals will shape educational values will constitute the future landmark directions and essays on writing center theory and practice.
Based on Wardle and Downs’ research, the first edition of Writing about Writing marked a milestone in the field of composition. By showing students how to draw on what they know in order to contribute to ongoing conversations about writing and literacy, it helped them transfer their writing-related skills from first-year composition to other courses and contexts. Now used by tens of thousands of students, Writing about Writing presents accessible writing studies research by authors such as Mike Rose, Deborah Brandt, John Swales, and Nancy Sommers, together with popular texts by authors such as Malcolm X and Anne Lamott, and texts from student writers. Throughout the book, friendly explanations and scaffolded activities and questions help students connect to readings and develop knowledge about writing that they can use at work, in their everyday lives, and in college. The new edition builds on this success and refines the approach to make it even more teachable. The second edition includes more help for understanding the rhetorical situation and an exciting new chapter on multimodal composing. The print text is now integrated with e-Pages for Writing about Writing, designed to take advantage of what the Web can do. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, the Bedford/St. Martin's blog for teachers of writing).