Writing in Knowledge Societies
Doreen Starke-Meyerring, McGill University
Anthony Paré, McGill University
Natasha Artemeva, Carleton University
Miriam Horne, Champlain College
Larissa Yousoubova, McGill University
Pub Date: 2011
ISBN 13: 978-1-6023526-8-1
Publisher: WAC Clearinghouse
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Table of Contents
Writing in Knowledge Societies
The Roles of Writing In Knowledge Societies: Questions, Exigencies, and Implications for the Study and Teaching of Writing, Doreen Starke-Meyerring and Anthony Paré
Conceptual, Methodological, and Historical Perspectives on Studying Writing as an Epistemic Practice
Investigating Texts in their Social Contexts: The Promise and Peril of Rhetorical Genre Studies, Catherine F. Schryer
"Curious Gentlemen": The Hudson's Bay Company and the Royal Society, Business and Science in the Eighteenth Century, Janet Giltrow
Electrons Are Cheap; Society Is Dear, Charles Bazerman
Writing as Knowledge Work in Public and Professional Settings
Risk Knowledge and Risk Communication: The Rhetorical Challenge of Public Dialogue, Philippa Spoel and Chantal Barriault
The Evolution of an Environmentalist Group Toward Public Participation: Civic Knowledge Construction and Transgressive Identities, Diana Wegner
Making Legal Knowledge in Global Digital Environments: The Judicial Opinion as Remix, Martine Courant Rife
Understanding and Supporting Knowledge Work in Schools, Workplaces, and Public Life, William Hart-Davidson and Jeffrey T. Grabill
The Role of Writing in the Production of Knowledge in Research Environments
Rhetoric, Knowledge, and "The Brute Facts of Nature" in Science Research, Heather Graves
Disciplines and Discourses: Social Interactions in the Construction of Knowledge, Ken Hyland
Knowledge and Identity Work in the Supervision of Doctoral Student Writing: Shaping Rhetorical Subjects, Anthony Paré, Doreen Starke-Meyerring, and Lynn McAlpine
Writing into the Knowledge Society: A Case Study of Vulnerability in Inkshedding, Miriam Horne
The Teaching of Writing as an Epistemic Practice in Higher Education
Writing and Knowledge Making: Insights from an Historical Perspective, Paul M. Rogers and Olivia Walling
Reinventing WAC (again): The First-Year Seminar and Academic Literacy, Doug Brent
A Code of Ethics as a Collaborative Learning Tool: Comparing a Face-to-Face Engineering Team and Multidisciplinary Online Teams, Anne Parker and Amanda Goldrick-Jones
"An Engrained Part of My Career": The Formation of a Knowledge Worker in the Dual Space of Engineering Knowledge and Rhetorical Process, Natasha Artemeva
International Students and Identity: Resisting Dominant Ways of Writing and Knowing in Academe, Heekyeong Lee and Mary H. Maguire
Articulating and Implementing Rhetoric and Writing as a Knowledge-Making Practice in Higher Education
Representing Writing: A Rhetoric for Change, Roger Graves
Building Academic Community through a Town Hall Forum: Rhetorical Theories in Action, Tania Smith
Talking the Talk and Walking the Walk: Establishing the Academic Role of Writing Centres, Margaret Procter
About the Book
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. Writing in Knowledge Societies helps us conceptualize the ways in which rhetoric and writing work to organize, (re-)produce, undermine, dominate, marginalize, or contest knowledge-making practices in diverse settings, showing the many ways in which rhetoric and writing operate in knowledge-intensive organizations and societies.
About the Contributors
Doreen Starke-Meyerring is an associate professor in the Department of Integrated Studies in Education, McGill University, Montreal, Canada.
Anthony Paré is a professor in the Department of Integrated Studies in Education, McGill University, Montreal, Canada.
Natasha Artemeva is an associate professor in the School of Linguistics and Language Studies, Carleton University, Canada.
Miriam Horne is an assistant professor in the Core Division at Champlain College, Burlington, Vermont, USA.
Larissa Yousoubova is a doctoral candidate in the Department of Integrated Studies in Education, McGill University, Montreal, Canada.