Download Free Writing Across Difference Book in PDF and EPUB Free Download. You can read online Writing Across Difference and write the review.

"Increasingly divided by economic inequality, racial injustice, xenophobic violence, and authoritarian governance, writing studies scholars have developed responsive theories and practices to engage students, teachers, administrators, and citizens. The first collection to focalize difference as such, gathering scholars offering theoretical, methodological, and pedagogical resources for understanding, interrogating, negotiating, and writing across difference"--
As the nation becomes increasingly divided by economic inequality, racial injustice, xenophobic violence, and authoritarian governance, scholars in writing studies have strived to develop responsive theories and practices to engage students, teachers, administrators, and citizens in the crisis of division and to begin the complicated work of radically transforming our inequitable institutions and society. Writing Across Difference is one of the first collections to gather scholars from across the field engaged in offering theoretical, methodological, and pedagogical resources for understanding, interrogating, negotiating, and writing across difference. No text in composition has made such a sweeping attempt to place the multiple areas of translingualism, anti-racism, anticolonialism, interdisciplinarity, and disability into conversation or to represent the field as broadly unified around the concept of difference. The chapters in this book specifically explore how monolingual ideology is maintained in institutions and how translingual strategies can (re)include difference; how narrative-based interventions can promote writing across difference in classrooms and institutions by complicating dominant discourses; and how challenging dominant logics of class, race, ability, and disciplinarity can present opportunities for countering divisiveness. Writing Across Difference offers writing scholars a sustained intellectual encounter with the crisis of difference and foregrounds the possibilities such an encounter offers for collective action toward a more inclusive and equitable society. It presents a variety of approaches for intervening in classrooms and institutions in the interest of focalizing, understanding, negotiating, and bridging difference. The book will be a valuable resource to those disturbed by the bigotry, violence, and fanaticism that mark our political culture and who are seeking inspiration, models, and methods for collective response. Contributors: Anis Bawarshi, Jonathan Benda, Megan Callow, James Rushing Daniel, Cherice Escobar Jones, Laura Gonzales, Juan Guerra, Stephanie Kerschbaum, Katie Malcolm, Nadya Pittendrigh, Mya Poe, Candice Rai, Iris Ruiz, Ann Shivers-McNair, Neil Simpkins, Alison Y. L. Stephens, Sumyat Thu, Katherine Xue, Shui-yin Sharon Yam
Editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.
Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident. A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.
Named one of the best books of 2018 by The Washington Post, The Seattle Times, and The Advocate “Staggeringly brilliant . . . You’ll start The Maze of Windermere with bewilderment, but you’ll close it in awe.” —The Washington Post “Pitch perfect.” —New York Times Book Review When a drunken party guest challenges him to a late-night tennis match, Sandy Allison finds himself unexpectedly entangled in the monied world of Newport, Rhode Island. A former touring pro a little down on his luck, Sandy has nothing to stake against the vintage motorcycle his opponent wagers. But then Alice DuPont—the young heiress to a Newport mansion called Windermere—offers up her diamond necklace. With this reckless wager begins a dazzling narrative odyssey that braids together four centuries of aspiration and adversity in this renowned seaside society capital. A witty and urbane bachelor of the Gilded Age embarks on a high-risk scheme to marry into a fortune; a young Henry James, soon to make his mark on the world, turns himself to his craft with harrowing social consequences; an aristocratic British officer during the American Revolution carries on a courtship that leads to murder; and, in Newport’s earliest days, a tragically orphaned Quaker girl imagines a way forward for herself and the slave girl she has inherited. Gregory Blake Smith weaves these intersecting worlds into a rich, brilliant tapestry. A deftly layered novel of love, ambition, and duplicity, The Maze at Windermere charts a voyage across the ages into the maze of the human heart.
First published in 1967, Writing and Difference, a collection of Jacques Derrida's essays written between 1959 and 1966, has become a landmark of contemporary French thought. In it we find Derrida at work on his systematic deconstruction of Western metaphysics. The book's first half, which includes the celebrated essay on Descartes and Foucault, shows the development of Derrida's method of deconstruction. In these essays, Derrida demonstrates the traditional nature of some purportedly nontraditional currents of modern thought—one of his main targets being the way in which "structuralism" unwittingly repeats metaphysical concepts in its use of linguistic models. The second half of the book contains some of Derrida's most compelling analyses of why and how metaphysical thinking must exclude writing from its conception of language, finally showing metaphysics to be constituted by this exclusion. These essays on Artaud, Freud, Bataille, Hegel, and Lévi-Strauss have served as introductions to Derrida's notions of writing and différence—the untranslatable formulation of a nonmetaphysical "concept" that does not exclude writing—for almost a generation of students of literature, philosophy, and psychoanalysis. Writing and Difference reveals the unacknowledged program that makes thought itself possible. In analyzing the contradictions inherent in this program, Derrida foes on to develop new ways of thinking, reading, and writing,—new ways based on the most complete and rigorous understanding of the old ways. Scholars and students from all disciplines will find Writing and Difference an excellent introduction to perhaps the most challenging of contemporary French thinkers—challenging because Derrida questions thought as we know it.
this collection documents a key moment in the history of Writing Across the Curriculum, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges.
Engage your readers and boost your impact! Do you write--a little or a lot--for a socially responsible organization, business, or program? Wish you had an accessible writing coach to help you quickly craft potent pieces that move your readers to act? This feisty one-stop-shop of distilled wisdom will show you-step by step-how to turbocharge your marketing and fundraising documents. Start getting the results you want, right now! Whether you're an accidental or emerging writer or a seasoned wordsmith, this comprehensive resource will help you build and manage the invaluable skills behind writing values-driven copy. You will find advice on everything from advancing your brand to storytelling to minding the devilish details. Discover how to painlessly: - Write and edit a full spectrum of clear, concise, creative pieces that will reach and influence your diverse intended audiences - Streamline and strengthen your writing process-from planning to proofreading - Develop your own confident, expert writing voice Included in these pages you will find: - More than 500 real-life examples from nonprofits, green businesses, government agencies, and others - Hundreds of stimulating questions and exercises that help you apply the lessons to your own work - Numerous guide sheets, checklists, and handy appendices - Dozens of warnings about potential pitfalls ... all this delivered with a generous helping of fun illustrations, cultural references, and humor. If you've ever had trouble expressing your passion in writing, or telling your story in a fresh and compelling way, this powerhouse of a book is for you! ADVANCE PRAISE: "This book should be on the shelf of every nonprofit administrator, community organizer, and advocate. There is literally nothing else of its kind on the market; it is 'The Elements of Style' for the grassroots fundraising and marketing world." -- Leif Wellington Haase, Director, California Program, New America Foundation "'Writing to Make a Difference' is a great balance of both instructional and interactive tips, tools, and exercises...and helps to lower the barrier for organizations that desire to tell their story in a way that captures both head and heart." -- Alandra L. Washington, Deputy Director, W.K. Kellogg Foundation "If you think your work is important, if you feel you have a message to deliver, if you have people who need to understand how this is done - this is the book. Massachi is the perfect guide and a tremendous coach." -- Jeff Hamaoui, CEO, Origo Inc. and social investment and enterprise specialist "Massachi has drilled down to all that is important about good writing. I recommend this book for those of us who write regularly, and for those of us who don't write because we don't think we can. "-- Kim Klein, author, 'Reliable Fundraising in Unreliable Times' "This is an outstanding work, one of the best I have read in the genre, and of possible use in the university, for public relations and organizational communication courses. The writing lessons are succinct, the methods to convey them effective, and the style itself an example of professional brilliance. I recommend 'Writing to Make a Difference' because I know that it will."-- Michael Bugeja, author, 'Interpersonal Divide: The Search for Community in a Technological Age' and Director, School of Journalism & Communication, Iowa State University AUTHOR BIO: Dalya F. Massachi, M.A. began writing for publication as an adolescent interested in social justice. Now, Dalya draws on her nearly 20 years of professional experience writing and editing for hundreds of socially responsible organizations. With passion and fresh insight, she reveals the top strategic insider techniques she has honed through her work as a successful grantwriter, editor, journalist, workshop instructor, and writing coach.
Due to continuing immigration and increasing racial and ethnic inclusiveness, higher education institutions in the United States are likely to grow ever more diverse in the 21st century. This shift holds both promise and peril: Increased inter-ethnic contact could lead to a more fruitful learning environment that encourages collaboration. On the other hand, social identity and on-campus diversity remain hotly contested issues that often raise intergroup tensions and inhibit discussion. How can we help diverse students learn from each other and gain the competencies they will need in an increasingly multicultural America? Dialogue Across Difference synthesizes three years’ worth of research from an innovative field experiment focused on improving intergroup understanding, relationships and collaboration. The result is a fascinating study of the potential of intergroup dialogue to improve relations across race and gender. First developed in the late 1980s, intergroup dialogues bring together an equal number of students from two different groups – such as people of color and white people, or women and men – to share their perspectives and learn from each other. To test the possible impact of such courses and to develop a standard of best practice, the authors of Dialogue Across Difference incorporated various theories of social psychology, higher education, communication studies and social work to design and implement a uniform curriculum in nine universities across the country. Unlike most studies on intergroup dialogue, this project employed random assignment to enroll more than 1,450 students in experimental and control groups, including in 26 dialogue courses and control groups on race and gender each. Students admitted to the dialogue courses learned about racial and gender inequalities through readings, role-play activities and personal reflections. The authors tracked students’ progress using a mixed-method approach, including longitudinal surveys, content analyses of student papers, interviews of students, and videotapes of sessions. The results are heartening: Over the course of a term, students who participated in intergroup dialogues developed more insight into how members of other groups perceive the world. They also became more thoughtful about the structural underpinnings of inequality, increased their motivation to bridge differences and intergroup empathy, and placed a greater value on diversity and collaborative action. The authors also note that the effects of such courses were evident on nearly all measures. While students did report an initial increase in negative emotions – a possible indication of the difficulty of openly addressing race and gender – that effect was no longer present a year after the course. Overall, the results are remarkably consistent and point to an optimistic conclusion: intergroup dialogue is more than mere talk. It fosters productive communication about and across differences in the service of greater collaboration for equity and justice. Ambitious and timely, Dialogue Across Difference presents a persuasive practical, theoretical and empirical account of the benefits of intergroup dialogue. The data and research presented in this volume offer a useful model for improving relations among different groups not just in the college setting but in the United States as well.
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.