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    Read more about Open Logic Project

    Open Logic Project

    Copyright Year:

    Contributors: Zach, Arana, Avigad, Dean, Russell, Wyatt, and Yap

    Publisher: Open Logic Text

    License: CC BY

    The Open Logic Text is an open-source, collaborative textbook of formal meta-logic and formal methods, starting at an intermediate level (i.e., after an introductory formal logic course). Though aimed at a non-mathematical audience (in particular, students of philosophy and computer science), it is rigorous.

    (1 review)

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    Read more about Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy

    Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy

    Copyright Year:

    Contributor: Wenger

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    In Yoga Minds, Writing Bodies, Christy Wenger argues for the inclusion of Eastern-influenced contemplative education within writing studies. She observes that, although we have "embodied" writing education in general by discussing the rhetorics of racialized, gendered, and disabled bodies, we have done substantially less to address the particular bodies that occupy our classrooms. She proposes that we turn to contemplative education practices that engages student bodies through fusing a traditional curriculum with contemplative practices including yoga, meditation, and the martial arts. Drawing strength from the recent "quiet revolution" (Zajonc) of contemplative pedagogy within postsecondary education and a legacy of field interest attributable to James Moffett, this project draws on case studies of first-year college writers to present contemplative pedagogy as a means of teaching students mindfulness of their writing and learning in ways that promote the academic, rhetorical work accomplished in first-year composition classes while at the same time remaining committed to a larger scope of a writer's physical and emotional well-being.

    (8 reviews)

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    Read more about Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future

    Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future

    Copyright Year:

    Contributor: Inoue

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    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. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.

    (17 reviews)

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    Read more about Beyond Argument: Essaying as a Practice of (Ex)Change

    Beyond Argument: Essaying as a Practice of (Ex)Change

    Copyright Year:

    Contributor: Allen

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    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 reinvigorate 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.

    (8 reviews)

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    Read more about Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies

    Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies

    Copyright Year:

    Contributor: Corbett

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically.

    (6 reviews)

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    Read more about The Centrality of Style

    The Centrality of Style

    Copyright Year:

    Contributors: Duncan and M. Vanguri

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    InThe 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. Calling attention to this paradox in his foreword to the collection, Paul Butler observes, "Many of the chapters work within the liminal space in which style serves as both a centralizing and decentralizing force in rhetoric and composition. Clearly, the authors and editors have made an invaluable contribution in their collection by exposing the paradoxical nature of a canon that continues to play a vital role in our disciplinary history."

    (1 review)

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    Read more about Chinese Rhetoric and Writing: An Introduction for Language Teachers

    Chinese Rhetoric and Writing: An Introduction for Language Teachers

    Copyright Year:

    Contributors: Kirkpatrick and Xu

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    The authors of Chinese Rhetoric and Writing 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.

    (6 reviews)

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    Read more about Critical Expressivism: Theory and Practice in the Composition Classroom

    Critical Expressivism: Theory and Practice in the Composition Classroom

    Copyright Year:

    Contributors: Roeder and Gatto

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    Critical Expressivism is an ambitious attempt to re-appropriate intellectual 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."

    (3 reviews)

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    Read more about Copy(write): Intellectual Property in the Writing Classroom

    Copy(write): Intellectual Property in the Writing Classroom

    Copyright Year:

    Contributors: Rife, Slattery, and DeVoss

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    The editors of Copy(write): Intellectual Property in the Writing Classroom bring together stories, theories, and research that can further inform the ways in which we situate and address intellectual property issues in our 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 that can further inform the ways in which we situate and address intellectual property issues in our teaching.

    (2 reviews)

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    Read more about Design Discourse: Composing and Revising Programs in Professional and Technical Writing

    Design Discourse: Composing and Revising Programs in Professional and Technical Writing

    Copyright Year:

    Contributors: Franke, Reid, and Di Renzo

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    Design Discourse: Composing and Revising Programs in Professional and Technical Writing, edited byDavid Franke, Alex Reid, andAnthony Di Renzo,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."

    (3 reviews)

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