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Read more about Pharo by Example 5.0

Pharo by Example 5.0

Copyright Year: 2016

Contributors: Ducasse, Zagidulin, Hess, and Chloupis

Publisher: Stéphane Ducasse

License: CC BY-SA

Pharo is an open-source, elegant and pure object-oriented language that supports truly immersive and life programming experience. Pharo offers excellent tools such as hot-debuggers and on the fly code update that change the programming experience. More at http://www.pharo.org.

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Read more about Squeak by Example

Squeak by Example

Copyright Year: 2009

Contributors: Black, Ducasse, Nierstrasz, and Pollet

Publisher: University of Bern

License: CC BY-SA

Squeak is a modern open-source development environment for the classic Smalltalk-80 programming language. Despite being the first purely object-oriented language and environment, Smalltalk is in many ways still far ahead of its successors in promoting a vision of an environment where everything is an object, and anything can change at run-time.

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Read more about Working With Academic Literacies: Case Studies Towards Transformative Practice

Working With Academic Literacies: Case Studies Towards Transformative Practice

Copyright Year: 2015

Contributors: Lillis, Harrington, Lea, and Mitchell

Publisher: WAC Clearinghouse

License: CC BY-NC-ND

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. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels?

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Read more about WAC Partnerships Between Secondary and Postsecondary Institutions

WAC Partnerships Between Secondary and Postsecondary Institutions

Copyright Year: 2015

Contributors: Blumner and Childers

Publisher: WAC Clearinghouse

License: CC BY-NC-ND

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. The chapters in this collection describe and reflect on collaborative partnerships among middle schools, high schools, colleges, and universities that are designed to prepare students for the kinds of work and civic engagement required to succeed in and contribute to society. The WAC partnerships celebrated in this collection include frameworks to build connectivity between institutions while addressing Common Core State Standards, academic and non-academic collaborations around science education, WAC partnerships in Argentina and Germany, and both long- and short-term collaborations.

(2 reviews)

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Read more about WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

Copyright Year: 2014

Contributors: Zawacki and Cox

Publisher: WAC Clearinghouse

License: CC BY-NC-ND

In WAC and Second-Language Writers, the 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.

(5 reviews)

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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: 2013

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: 2012

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: 2009

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 Foundational Practices of Online Writing Instruction

Foundational Practices of Online Writing Instruction

Copyright Year: 2015

Contributors: Hewett, DePew, Guler, and Zeff Warner

Publisher: WAC Clearinghouse

License: CC BY-NC-ND

Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings.

(7 reviews)

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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: 2013

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.

(7 reviews)

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