Perspectives on Writing
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The Centrality of Style
by Various Authors
Part of the Perspectives on Writing series
In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field.
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Critical Expressivism
Theory and Practice in the Composition Classroom
by Various Authors
Part of the Perspectives on Writing series
Critical Expressivism is, an ambitious attempt to re-appropriate intelletual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, "As far as I can tell, the term 'expressivist' was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit." The editors and contributors to this collection invite readers to join them in a new conversation, one informed by "a belief that the term, expressivism, continues to have a vitally important function in our field."
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Copy(write)
Intellectual Property in the Writing Classroom
by Various Authors
Part of the Perspectives on Writing series
Brings together stories, theories, and research that can further inform the ways in which writing teachers situate and address intellectual property issues in writing classrooms. The essays in the collection identify and describe a wide range of pedagogical strategies, consider theories, present research, explore approaches, and offer both cautionary tales and local and contextual successes.
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Genre in a Changing World
by Charles Bazerman
Part of the Perspectives on Writing series
Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions, and educational settings. GENRE IN A CHANGING WORLD provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, and North and South America, were selected from the over 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies) held on the campus of UNISUL in Tubarão, Santa Catarina, Brazil in August 2007-the largest gathering on genre to that date. The chapters also represent a wide variety of approaches, including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work.
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Design Discourse
Composing and Revising Programs in Professional and Technical Writing
by Various Authors
Part of the Perspectives on Writing series
Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures-what the editors characterize as the "art and science of writing"-often by addressing explicitly the tensions between them. Design Discourse offers insights into the high-stakes decisions made by program designers as they seek to "function at the intersection of the practical and the abstract, the human and the technical."
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Working with Academic Literacies
Case Studies Towards Transformative Practice
by Various Authors
Part of the Perspectives on Writing series
The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts-from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.
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Antiracist Writing Assessment Ecologies
Teaching and Assessing Writing for a Socially Just Future
by Asao B. Inoue
Part of the Perspectives on Writing series
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts.
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WAC and Second Language Writers
Research Towards Linguistically and Culturally Inclusive Programs and Practices
by Various Authors
Part of the Perspectives on Writing series
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.
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Chinese Rhetoric and Writing
An Introduction for Language Teachers
by Andy Kirkpatrick
Part of the Perspectives on Writing series
Andy Kirkpatrick and and Zhichang Xu offer a response to the argument that Chinese students' academic writing in English is influenced by "culturally nuanced rhetorical baggage that is uniquely Chinese and hard to eradicate." Noting that this argument draws from "an essentially monolingual and Anglo-centric view of writing," they point out that the rapid growth in the use of English worldwide calls for "a radical reassessment of what English is in today's world." The result is a book that provides teachers of writing, and in particular those involved in the teaching of English academic writing to Chinese students, an introduction to key stages in the development of Chinese rhetoric, a wide-ranging field with a history of several thousand years. Understanding this important rhetorical tradition provides a strong foundation for assessing and responding to the writing of this growing group of students.
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The English Language
From Sound to Sense
by Various Authors
Part of the Perspectives on Writing series
Grounded in linguistic research and argumentation, THE ENGLISH LANGUAGE: FROM SOUND TO SE01 General/tradeE offers readers who have little or no analytic understanding of English a thorough treatment of the various components of the language. Its goal is to help readers become independent language analysts capable of critically evaluating claims about the language and the people who use it.
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Writing Programs Worldwide
Profiles of Academic Writing in Many Places
by Various Authors
Part of the Perspectives on Writing series
WRITING PROGRAMS WORLDWIDE offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.
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International Advances in Writing Research
Cultures, Places, Measures
by Various Authors
Part of the Perspectives on Writing series
The authors report research that considers writing in all levels of schooling, in science, in the public sphere, and in the workplace, as well as the relationship among these various places of writing. The authors also consider the cultures of writing-among them national cultures, gender cultures, schooling cultures, scientific cultures, and cultures of the workplace.
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A Rhetoric of Literate Action
by Charles Bazerman
Part of the Perspectives on Writing series
Undertaken by one of the most learned and visionary scholars in the field, this work has a comprehensive and culminating quality to it, tracking major lines of insight into writing as a human practice and articulating the author's intellectual progress as a theorist and researcher across a career.
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Writing in Knowledge Societies
by Various Authors
Part of the Perspectives on Writing series
The editors of WRITING IN KNOWLEDGE SOCIETIES provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education.
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Yoga Minds, Writing Bodies
Contemplative Writing Pedagogy
by Christy I. Wenger
Part of the Perspectives on Writing series
This book argues for the inclusion of Eastern-influenced contemplative education in writing studies as a means of exploring the active engagement writers maintain with their bodies throughout the composing process. It explores how this engagement can be navigated by integrating yoga and mediation into the instruction and practice of writing.
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ePortfolio Performance Support Systems
Constructing, Presenting, and Assessing Portfolios
by Various Authors
Part of the Perspectives on Writing series
ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios addresses theories and practices advanced by some of the most innovative and active proponents of ePortfolios.
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WAC Partnerships Between Secondary and Postsecondary Institutions
by Various Authors
Part of the Perspectives on Writing series
Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration.
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A Theory of Literate Action
by Charles Bazerman
Part of the Perspectives on Writing series
A Theory of Literate Action makes a significant contribution to the field and enriches and deepens our perspectives on writing by drawing together such varied and wide-ranging approaches from social theory and the social sciences-from psychology, to phenomenology, to pragmatics-and demonstrating their relevance to writing studies.
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Foundational Practices of Online Writing Instruction
by Various Authors
Part of the Perspectives on Writing series
Foundational Practices in Online Writing Instruction addresses administrators' and instructors' questions for developing online writing programs and courses. Written by experts in the field, this book uniquely attends to issues of inclusive and accessible online writing instruction in technology-enhanced settings, as well as teaching with mobile technologies and multimodal compositions.
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Placing the History of College Writing
Stories from the Incomplete Archive
by Nathan Shepley
Part of the Perspectives on Writing series
Pre-1950s composition history, if analyzed with the right conceptual tools, can pluralize and clarify our understanding of the relationship between the writing of college students and the writing's physical, social, and discursive surroundings.
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Beyond Dichotomy
Synergizing Writing Center and Classroom Pedagogies
by Steven J. Corbett
Part of the Perspectives on Writing series
This book offers multi-method case studies of course-based tutoring and one-to-one tutorials in developmental first-year writing courses at two universities. The author makes an argument for more peer-to-peer learning situations for developmental writers and more detailed studies of what goes on in these peer-centered environments.
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Beyond Argument
Essaying as a Practice of (Ex)Change
by Sarah Allen
Part of the Perspectives on Writing series
Beyond Argument offers an in-depth examination of how current ways of thinking about the writer-page relation in personal essays can be reconceived according to practices in the "care of the self" - an ethic by which writers such as Seneca, Montaigne, and Nietzsche lived. This approach promises to revitalize the form and address many of the concerns expressed by essay scholars and writers regarding the lack of rigorous exploration we see in our students' personal essays - and sometimes, even, in our own. In pursuing this approach, Sarah Allen presents a version of subjectivity that enables productive debate in the essay, among essays, and beyond.
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