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    Read more about Genre in a Changing World

    Genre in a Changing World

    Copyright Year:

    Contributors: Bazerman, Bonini, and Figueiredo

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    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,edited by Charles Bazerman, Adair Bonini, and Dรฉbora Figueiredo,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, North and South America, were selected from more than 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies), held on the campus of UNISUL in Tubarรฃo, Santa Catarina, Brazil in August 2007โ€”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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    Read more about ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios

    ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios

    Copyright Year:

    Contributors: Wills and Rice

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    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. Editors Katherine V. Wills and Rich Rice interweave twelve essays that address the ways in which ePortfolios can facilitate sustainable and measureable writing-related student development, assessment and accountability, learning and knowledge transfer, and principles related to universal design for learning, just-in-time support, interaction design, and usability testing.

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    Read more about Writing in Knowledge Societies

    Writing in Knowledge Societies

    Copyright Year:

    Contributors: Starke-Meyerring, Parรฉ, Artemeva, Horne, and Yousoubova

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    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.

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    Read more about Writing Programs Worldwide: Profiles of Academic Writing in Many Places

    Writing Programs Worldwide: Profiles of Academic Writing in Many Places

    Copyright Year:

    Contributors: Thaiss, Brรคuer, Carlino, Ganobcsik-Williams, and Sinha

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    Emerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. 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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    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

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    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 โ€” what the editors characterize as the "art and science of writing" โ€” 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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    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.

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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."

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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 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."

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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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