Downs, Doug
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Writing Program Administration. Spring, 2009, Vol. 32 Issue 3, p144, 6 p.
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The activist WPA : changing stories about writing and writers / Linda Adler-Kassner.
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2008
Available at Merrill-Cazier Books (3rd Floor South) (Call number: PE 1405 .U6 A36 2008) plus 2 more
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The activist WPA : changing stories about writing and writers
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The activist WPA : changing stories about writing and writers; 01/01/2008
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Adler-Kassner, Linda.;Council of Writing Program Administrators (U.S.);Adle...
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The activist WPA : changing stories about writing and writers; 01/01/2008
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Review: The Activist WPA : Changing Stories about Writers and Writing
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Writing Center Journal. Fall-Winter, 2010, Vol. 30 Issue 2, p129, 6 p.
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Bergmann, Linda S.
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Writing Center Journal. Fall-Winter, 2010, Vol. 30 Issue 2, p129, 6 p.
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4. Changing Conversations about Writing and Writers : Working through a Process
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Activist WPA, The : Changing Stories About Writing and Writers.
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Linda Adler-Kassner
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Activist WPA, The : Changing Stories About Writing and Writers.
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The Activist WPA : Changing Stories about Writing and Writers .
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WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators; Spring2009, Vol. 32 Issue 3, p144-149, 6p
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Downs, Doug
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WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators; Spring2009, Vol. 32 Issue 3, p144-149, 6p
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Developing Writers in Higher Education : A Longitudinal Study
Anne Ruggles Gere;Anne Ruggles Gere
For undergraduates following any course of study, it is essential to develop the abili...
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Developing Writers in Higher Education : A Longitudinal Study
2019
For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence. This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing , and case studies of individual students to trace the multiple paths taken by student writers . Topics include student writers 'interaction with feedback; perceptions of genre; the role of disciplinary writing ; generality and certainty in student writing ; students'concepts of voice and style; students'understanding of multimodal and digital writing ; high school's influence on college writers ; and writing development after college. The digital edition offers samples of student writing , electronic portfolios produced by student writers , transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors. This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing .
Subject terms:
Report writing--Study and teaching (Higher) - English language--Rhetoric--Study and teaching (Higher) - Academic writing--Study and teaching (Higher)Content provider:
eBook Collection (EBSCOhost)
eBook
Response to Keith Rhodes's "You Are What You Sell: Branding the Way to Composition's Better Future.".
Academic Journal
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WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators; Fall/Winter2010, Vol. 34 Issue 1, p141-145, 5p
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Adler-Kassner, Linda
Academic Journal
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WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators; Fall/Winter2010, Vol. 34 Issue 1, p141-145, 5p
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REVIEW: The WPA Within: WPA Identities and Implications for Graduate Education in Rhetoric and Composition.
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College English. Nov2012, Vol. 75 Issue 2, p218-230. 13p.
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Rose, Shirley
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College English. Nov2012, Vol. 75 Issue 2, p218-230. 13p.
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Go Online! : Reconfiguring Writing Courses for the New, Virtual World
Laura Gray-Rosendale;Steven Rosendale;Laura Gray-Rosendale;Steven Rosendale
COVID-19's impacts revealed that teaching writing online was no longer merely an issue...
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Go Online! : Reconfiguring Writing Courses for the New, Virtual World
2022
COVID-19's impacts revealed that teaching writing online was no longer merely an issue of convenience or economic necessity—it was critical to public health and equity concerns as well. Now higher education faces one of its greatest historical challenges, expanding online offerings to fully engage and support students around the world. Gathering together educators who teach writing at college and graduate levels using creative hybrid, blended, and online/remote/virtual modes, this book should be required reading for all teachers and administrators. The volume features those new to online teaching alongside experienced online writing teachers. Referencing the latest research in online teaching and writing , contributors share stories of crucial successes as well as unforeseen difficulties. Essays address compelling concerns such as engaging diversity and cultural inclusivity, social justice, as well as global learning in online writing courses; radically reshaping graduate seminars for online delivery; flipping classrooms to promote more successful writing instruction; fostering greater community within online writing classrooms; examining the problems and possibilities of Learning Management Systems for teaching writing ; sustaining remote writing -centered archival research; avoiding Zoom fatigue in writing classes by using design thinking; utilizing expressive arts in online writing classes; mentoring doctoral students online; constructing meaningful approaches to online peer writing feedback; as well as making access and inclusivity central to online writing course design.
Subject terms:
Web-based instruction - COVID-19 Pandemic, 2020---Social aspects - English language--Composition and exercises--Computer-assisted instruction - English language--Rhetoric--Computer-assisted instructionContent provider:
eBook Collection (EBSCOhost)
Building Bridges and Changing the Story : Recognizing Funds of Knowledge in Summer Bridge Programs.
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Composition Studies. Fall2023, Vol. 51 Issue 2, p42-63. 22p.
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Conti Maravillas, Maria
Academic Journal
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Composition Studies. Fall2023, Vol. 51 Issue 2, p42-63. 22p.
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The Activist WPA in Action: A Profile of the First-Year Writing Program at Eastern Michigan University.
Academic Journal
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Composition Forum. Fall2009, Vol. 20, p7-7. 1p. 4 Charts.
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Irvin, L. Lennie
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Composition Forum. Fall2009, Vol. 20, p7-7. 1p. 4 Charts.
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5. Taking Action to Change Stories
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Activist WPA, The : Changing Stories About Writing and Writers.
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Linda Adler-Kassner
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Activist WPA, The : Changing Stories About Writing and Writers.
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Redesigning Liberal Education : Innovative Design for a Twenty-First-Century Undergraduate Education
William Moner;Phillip Motley;Rebecca Pope-Ruark;William Moner;Phillip Motle...
Redesigning liberal education requires both pragmatic approaches to discover what work...
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Redesigning Liberal Education : Innovative Design for a Twenty-First-Century Undergraduate Education
2020
Redesigning liberal education requires both pragmatic approaches to discover what works and radical visions of what is possible.The future of liberal education in the United States, in its current form, is fraught but full of possibility. Today's institutions are struggling to maintain viability, sustain revenue, and assert value in the face of rising costs. But we should not abandon the model of pragmatic liberal learning that has made America's colleges and universities the envy of the world. Instead, Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education, the book is organized into two sections. The first section focuses on innovations at 13 institutions: Brown University, College of the Holy Cross, Connecticut College, Elon University, Florida International University, George Mason University, Georgetown University, Lasell College, Northeastern University, Rollins College, Smith College, Susquehanna University, and the University of Wisconsin–Green Bay. Chapters about these institutions consider the vast spectrum of opportunities and challenges currently faced by students, faculty, staff, and administrators, while also offering'radical visions'of the future of liberal education in the United States. Accompanying vision chapters written by some of the foremost leaders in higher education touch on a wide array of subjects and themes, from artificial intelligence and machines to the role that human dispositions, mindsets, resilience, and time play in how we guide students to ideas for bringing playful concepts of creativity and openness into our work.Ultimately, Redesigning Liberal Education reveals how humanizing forces, including critical thinking, collaboration, cross-cultural competencies, resilience, and empathy, can help drive our world. This uplifting collection is a celebration of the innovative work being done to achieve the promise of a valuable, engaging, and practical undergraduate liberal education. Isis Artze-Vega, Denise S. Bartell, Randy Bass, John Bodinger de Uriarte, Laurie Ann Britt-Smith, Jacquelyn Dively Brown, Phillip M. Carter, Nancy L. Chick, Michael J. Daley, Maggie Debelius, Janelle Papay Decato, Peter Felten, Ashley Finley, Dennis A. Frey Jr., Chris W. Gallagher, Evan A. Gatti, Lisa Gring-Pemble, KristÃna Moss Gudrún Gunnarsdóttir, Anthony Hatcher, Toni Strollo Holbrook, Derek Lackaff, Leo Lambert, Kristin Lange, Sherry Lee Linkon, Anne M. Magro, Maud S. Mandel, Jessica Metzler, Borjana Mikic, William Moner, Phillip Motley, Matthew Pavesich, Uta G. Poiger, Rebecca Pope-Ruark, Michael Reder, Michael S. Roth, Emily Russell, Heather Russell, Ann Schenk, Michael Shanks, Susan Rundell Singer, Andrea A. Sinn, Christina Smith, Allison K. Staudinger, William M. Sullivan, Connie Svabo, Meredith Twombly, Betsy Verhoeven, David J. Voelker, Scott Windham, Mary C. Wright, Catherine Zeek
Subject terms:
Education, Humanistic--United States--Case studies - Education, Higher--Curricula--United States--Case studies - Education, Higher--Curricula--United States - Education, Higher--Aims and objectives--United States - Education, Higher--Aims and objectives--United States--Case studies - Education, Humanistic--United StatesContent provider:
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6. Working from My Own Points of Principle: Tikkun Olam, Prophetic Pragmatism, and Writing Program Administration
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Activist WPA, The : Changing Stories About Writing and Writers.
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Linda Adler-Kassner
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Activist WPA, The : Changing Stories About Writing and Writers.
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Originality, Imitation, and Plagiarism : Teaching Writing in the Digital Age
Martha Vicinus;Caroline Eisner;Martha Vicinus;Caroline Eisner
'At long last, a discussion of plagiarism that doesn't stop at'Don't do it or else,'bu...
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Originality, Imitation, and Plagiarism : Teaching Writing in the Digital Age
2008
'At long last, a discussion of plagiarism that doesn't stop at'Don't do it or else,'but does full justice to the intellectual interest of the topic!'---Gerald Graff, author of Clueless in Academe and 2008 President, Modern Language Association This collection is a timely intervention in national debates about what constitutes original or plagiarized writing in the digital age. Somewhat ironically, the Internet makes it both easier to copy and easier to detect copying. The essays in this volume explore the complex issues of originality, imitation, and plagiarism, particularly as they concern students, scholars, professional writers , and readers, while also addressing a range of related issues, including copyright conventions and the ownership of original work, the appropriate dissemination of innovative ideas, and the authority and role of the writer /author. Throughout these essays, the contributors grapple with their desire to encourage and maintain free access to copyrighted material for noncommercial purposes while also respecting the reasonable desires of authors to maintain control over their own work. Both novice and experienced teachers of writing will learn from the contributors'practical suggestions about how to fashion unique assignments, teach about proper attribution, and increase students'involvement in their own writing . This is an anthology for anyone interested in how scholars and students can navigate the sea of intellectual information that characterizes the digital/information age.'Eisner and Vicinus have put together an impressive cast of contributors who cut through the war on plagiarism to examine key specificities that often get blurred by the rhetoric of slogans. It will be required reading not only for those concerned with plagiarism, but for the many more who think about what it means to be an author, a student, a scientist, or anyone who negotiates and renegotiates the meaning of originality and imitation in collaborative and information-intensive settings.'---Mario Biagioli, Professor of the History of Science, Harvard University, and coeditor of Scientific Authorship: Credit and Intellectual Property in Science'This is an important collection that addresses issues of great significance to teachers, to students, and to scholars across several disciplines.... These essays tackle their topics head-on in ways that are both accessible and provocative.'---Andrea Lunsford, Louise Hewlett Nixon Professor of English, Claude and Louise Rosenberg Jr. Fellow, and Director of the Program in Writing and Rhetoric at Stanford University and coauthor of Singular Texts/Plural Authors: Perspectives on Collaborative Writing digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.
Subject terms:
Creation (Literary, artistic, etc.) - Authorship--Study and teaching - Plagiarism - Imitation in literatureContent provider:
eBook Collection (EBSCOhost)
Who is the Basic Writer ? Reclaiming a Foundational Question for Graduate Students, New Teachers, and Emerging Scholars.
Academic Journal
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Journal of Basic Writing. Fall2018, Vol. 37 Issue 2, p120-147. 28p.
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Parisi, Hope
Academic Journal
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Journal of Basic Writing. Fall2018, Vol. 37 Issue 2, p120-147. 28p.
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The question of who is the basic writer threads the history of Basic Writing, characte...
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Who is the Basic Writer ? Reclaiming a Foundational Question for Graduate Students, New Teachers, and Emerging Scholars.
Journal of Basic Writing. Fall2018, Vol. 37 Issue 2, p120-147. 28p.
The question of who is the basic writer threads the history of Basic Writing , characterizing many disciplinary tensions and concerns. When traced to Basic Writing's beginnings as part of open admissions at CUNY, the question often links to Shaughnessy's Errors and Expectations as a telling of basic writers ' language deficiencies. This essay attempts to reclaim the question of who is the basic writer for Basic Writing studies by proposing to offer it to graduate students of Basic Writing and their mentors as a heuristic occasion for professional development. To de-link the question a bit from its acquired history, I critique and reframe Errors' relation to its open admissions context and to its author's intentions for informing teacher disposition and emphasizing student affect. As well, I highlight examples of student-present literature for how they model teacher disposition in view of this question, and I reference recent basic writing scholars' efforts to view students more authentically from co-constructive and race-conscious perspectives. [ABSTRACT FROM AUTHOR]
Subject terms:
Teachers - Authors - Graduate students - Career development - ScholarsContent provider:
Communication & Mass Media Complete
Building a Twenty-First-Century Feminist Ethos: Three Dialogues for WPAs
Academic Journal
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Writing Program Administration. Spring 2019, Vol. 42 Issue 2, p13, 24 p.
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LaFrance, Michelle;Wardle, Elizabeth
Academic Journal
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Writing Program Administration. Spring 2019, Vol. 42 Issue 2, p13, 24 p.
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More Talk about "Basic Writers ": A Category of Rhetorical Value.
Academic Journal
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Journal of Basic Writing. Spring2010, Vol. 29 Issue 1, p99-124. 26p.
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VanHaitsma, Pamela
Academic Journal
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Journal of Basic Writing. Spring2010, Vol. 29 Issue 1, p99-124. 26p.
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This article recuperates the notion of "strategic value," but to new ends: rather than...
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More Talk about "Basic Writers ": A Category of Rhetorical Value.
Journal of Basic Writing. Spring2010, Vol. 29 Issue 1, p99-124. 26p.
This article recuperates the notion of "strategic value," but to new ends: rather than arguing whether or not basic writing should continue, this case study looks to one institution where it does, asking what value the category "basic writer " holds for teachers at this site. On the one hand, they confirm the existing scholarship's critiques of the category's strategic limitations. At the same time, they maintain its potential value when leveraged as a tactic to argue for resources for students, attempt to understand students, and articulate a view of teaching as in service of social justice. Given these tensions between problematic and productive uses of the term "basic writer ," debates about basic writing's existence would be better served if they shifted away from wholesale critique or defense and instead grappled with more rhetorical questions about value for particular institutions or programs at specific moments in time. [ABSTRACT FROM AUTHOR]
Subject terms:
Academic discourse - Remedial teaching - Composition (Language arts) - Social justice - Rhetoric - Basic writing (Remedial education) - Developmental studies programs - Writing processes - English language education in universities & collegesContent provider:
Communication & Mass Media Complete
Beyond Management: The Potential for Writing Program Leadership During Turbulent Times.
Academic Journal
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Reflections: A Journal of Public Rhetoric, Civic Writing & Service Learning. 9/1/2018, Vol. 18 Issue 2, p87-115. 29p.
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Fedukovich, Casie;Doe, Sue
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Reflections: A Journal of Public Rhetoric, Civic Writing & Service Learning. 9/1/2018, Vol. 18 Issue 2, p87-115. 29p.
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Disciplinary Reading in Basic Writing Graduate Education: The Politics of Remediation in JBW, 1995-2015.
Academic Journal
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Journal of Basic Writing. Fall2018, Vol. 37 Issue 2, p6-34. 29p. 2 Charts.
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Reid, Lynn
Academic Journal
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Journal of Basic Writing. Fall2018, Vol. 37 Issue 2, p6-34. 29p. 2 Charts.
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Though practitioners in Basic Writing studies often refer to "the politics of remediat...
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Disciplinary Reading in Basic Writing Graduate Education: The Politics of Remediation in JBW, 1995-2015.
Journal of Basic Writing. Fall2018, Vol. 37 Issue 2, p6-34. 29p. 2 Charts.
Though practitioners in Basic Writing studies often refer to "the politics of remediation," there are few pedagogical models that address how to teach this facet of professional life to graduate students and emerging professionals. Most often, this knowledge is transmitted through storytelling, namely narrative-based accounts of Basic Writing professionals engaging with other institutional stakeholders during moments of institutional change. This article provides some results from a qualitative study of such publications in JBW from 1995-2015 to highlight how a range of distant and close reading practices (Mueller) might serve to illuminate disciplinary patterns, thereby providing graduate students with new insights into the politics of the field. [ABSTRACT FROM AUTHOR]
