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Since the first edition of The Bedford Bibliography published in 1984, the field of composition has grown and changed in ways no one could have imagined. The seventh edition of this essential, highly praised resource has been updated to reflect current research and expanding specializations in composition and rhetoric – such as digital writing and visual rhetoric and business and technical communication – and includes an annotated list of over 860 articles, periodicals, and online resources. An introductory section also provides a brief historical overview of these fields.
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.
Compiled by members of the Conference on Basic Writing under the general editorship of Chitralekha Duttagupta and Robert J. Miller, this annotated list of books, articles, and periodicals was selected specifically for their value to teachers of basic writing.
The Bedford Bibliography for Teachers of Basic Writing is a new resource, compiled by members of the Conference on Basic Writing under the general editorship of Linda Adler-Kassner and Gregory R. Glau. The text provides an annotated list of books, articles, and periodicals selected specifically for their value to teachers of basic writing.
What habits are common among good college writers? Good college writers are curious, engaged, reflective, and responsible. They read critically. They write with purpose. They tune into their audience. They collaborate and seek feedback. They know credible evidence makes them credible researchers. They revise. The Bedford Handbook, based on surveys with more than 1,000 first-year college students, fosters these habits and offers more support than ever before for college reading and writing. New writing guides support students as they compose in an ever-wider variety of genres, including multimodal genres. New reading support encourages students to become active readers. Retooled research advice emphasizes inquiry and helps writers cite even the trickiest digital sources confidently and responsibly. Best of all, the Handbook remains a trusted companion for students because it is accessible, comprehensive, and authoritative. Instructors benefit, too: A substantially revised Instructor’s Edition includes Nancy Sommers’s personal mentoring—more than 100 new concrete tips for teaching with the handbook. Finally, integrated digital content is easily assignable and helps students practice and apply the handbook’s lessons.
Compiled by members of the Conference on Basic Writing under the general editorship of Linda Adler-Kassner and Gregory R. Glau, this annotated list of books, articles, and periodicals was selected specifically for their value to teachers of basic writing.
The Rhetorical Tradition, the first comprehensive anthology of primary texts covering the history of rhetoric, examines rhetorical theory from classical antiquity through today. Extensive editorial support makes it an essential text for the beginning student as well as the professional scholar.
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 issues, including the political context of declining state funds in education; growing public critique of the professoriate and demands for accountability resulting from federal policy initiatives like No Child Left Behind; the increasing sophistication of assessment methods and technologies; and the continuing interest in the scholarship of teaching. The first section addresses concerns and advances in assessment methodologies, and the second takes a closer look at unique individual sites and models of assessment. Chapters collectively argue for viewing teacher assessment as a rhetorical practice. Fostering new ways of thinking about teacher evaluation, Assessing the Teaching of Writing will be of great interest not only to writing program administrators but also to those concerned with faculty development and teacher assessment outside the writing program.
Framed by historic developments—from the Open Admissions movement of the 1960s and 1970s to the attacks on remediation that intensified in the 1990s and beyond—Basic Writing traces the arc of these large social and cultural forces as they have shaped and reshaped the field.
Twenty-first-century technological innovations have revolutionized the way we experience space, causing an increased sense of fragmentation, danger, and placelessness. In Geographies of Writing: Inhabiting Places and Encountering Difference, Nedra Reynolds addresses these problems in the context of higher education, arguing that theories of writing and rhetoric must engage the metaphorical implications of place without ignoring materiality. Geographies of Writing makes three closely related contributions: one theoretical, to reimagine composing as spatial, material, and visual; one political, to understand the sociospatial construction of difference; and one pedagogical, to teach writing as a set of spatial practices. Aided by seven maps and illustrations that reinforce the book’s visual rhetoric, Geographies of Writing shows how composition tasks and electronic space function as conduits for navigating reality.