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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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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?
(1 review)
A Theory of Literate Action: Literate Action Volume 2
Copyright Year: 2013
Contributor: Bazerman
Publisher: WAC Clearinghouse
License: CC BY-NC-ND
The second in a two-volume set, A Theory of Literate Action draws on work from the social sciences—and in particular sociocultural psychology, phenomenological sociology, and the pragmatic tradition of social science—to "reconceive rhetoric fundamentally around the problems of written communication rather than around rhetoric's founding concerns of high stakes, agonistic, oral public persuasion" (p. 3). An expression of more than a quarter-century of reflection and scholarly inquiry, this volume represents a significant contribution to contemporary rhetorical theory.
(1 review)
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."
(5 reviews)
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.
(1 review)
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)
Writing in Knowledge Societies
Copyright Year: 2011
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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Writing Programs Worldwide: Profiles of Academic Writing in Many Places
Copyright Year: 2012
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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Design Discourse: Composing and Revising Programs in Professional and Technical Writing
Copyright Year: 2010
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)
Copy(write): Intellectual Property in the Writing Classroom
Copyright Year: 2011
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)