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    Read more about A Rhetoric of Literate Action: Literate Action Volume 1

    A Rhetoric of Literate Action: Literate Action Volume 1

    Copyright Year:

    Contributor: Bazerman

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    The first in a two-volume set, A Rhetoric of Literate Action is written for "the experienced writer with a substantial repertoire of skills, [who] now would find it useful to think in more fundamental strategic terms about what they want their texts to accomplish, what form the texts might take, how to develop specific contents, and how to arrange the work of writing." The reader is offered a framework for identifying and understanding the situations writing comes out of and is directed toward; a consideration of how a text works to transform a situation and achieve the writer's motives; and advice on how to bring the text to completion and "how to manage the work and one's own emotions and energies so as to accomplish the work most effectively."

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    Read more about International Advances in Writing Research: Cultures, Places, Measures

    International Advances in Writing Research: Cultures, Places, Measures

    Copyright Year:

    Contributors: Bazerman, Dean, Early, Lunsford, Null, Rogers, and Stansell

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    The thirty chapters in this edited collection were selected from the more than 500 presentations at the Writing Research Across Borders II Conference in 2011. With representatives from more than forty countries, this conference gave rise to the International Society for the Advancement of Writing Research. The chapters selected for this collection represent cutting edge research on writing from all regions, organized around three themes—cultures, places, and measures. 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 at 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. Finally, the chapters examine various ways of measuring writing and how these measures interact with practices of teaching and learning.Edited by Charles Bazerman, Chris Dean, Jessica Early, Karen Lunsford, Suzie Null, Paul Rogers, and Amanda Stansell.

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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 Débora 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 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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    Read more about Writing in Knowledge Societies

    Writing in Knowledge Societies

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    Contributors: Starke-Meyerring, Paré, 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

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    Contributors: Thaiss, Bräuer, 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 Copy(write): Intellectual Property in the Writing Classroom

    Copy(write): Intellectual Property in the Writing Classroom

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    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 The Centrality of Style

    The Centrality of Style

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    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 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.

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

    Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy

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    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.

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    Read more about Open Logic Project

    Open Logic Project

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    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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