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Because Digital Writing Matters
How to apply digital writing skills effectively in the classroom, from the prestigious National Writing Project As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this book defines digital writing and examines how best to integrate new technologies into writing instruction. Shows how to integrate new technologies into classroom lessons Addresses the proliferation of writing in the digital age Offers a guide for improving students' online writing skills The book is an important manual for understanding this new frontier of writing for teachers, school leaders, university faculty, and teacher educators.
Studio-Based Approaches for Multimodal Projects
Studio-Based Approaches for Multimodal Projects examines a cross-section of strategies for studio approaches and models that enable process-oriented multimodal projects and promote student learning. This collection features seven chapters authored or coauthored by leaders and innovators in studio-based approaches. These scholars explore studio models and provide vivid examples of ways in which they are realized as students pursue, design, and create multimodal projects, including ePortfolios, research posters, websites, and other engaging artifacts that integrate oral, written, visual, and electronic communication. Studio-based approaches enhance creativity, interaction, and learning among students. The models designed and employed to support these activities would benefit from a more focused look. This collection assembles perspectives from scholar-practitioners who know and use studio-based models. They are experts in this area and have helped to shape current understandings of approaches that work well to enhance learning through multimodal projects--those that integrate oral, visual, written, or electronic modes of communication.
Writing in the Academic Disciplines
"To understand the ways students learn to write, we must go beyond the small and all too often marginalized component of the curriculum that treats writing explicitly and look at the broader, though largely tacit traditions students encounter in the whole curriculum," explains David R. Russell, in the introduction to this singular study. The updated edition provides a comprehensive history of writing instruction outside general composition courses in American secondary and higher education, from the founding public secondary schools and research universities in the 1870s, through the spread of the writing-across-the-curriculum movement in the 1980s, through the WAC efforts in contemporary curriculums.
Copy(write)
Brings together stories, theories, and research that can further inform the ways in which writing teachers situate and address intellectual property issues in 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.
Electronic Collaboration in the Humanities
This volume provides an informed view of how information technology is shaping the contemporary humanities. It specifically reflects five ideals: *humanities scholars with all levels of access are doing important work with technology; *humanities scholars' projects with technology reflect significant diversity, both across and within disciplinary bounds; *using information technology in the humanities is a continuous conversation; *information technology offers new options for humanities education; and *just as collaboration changes the nature of any project, so does information technology change the nature of collaboration--its speed, character, methods, and possible implementations. The fi...
Ecologies of Guilt in Environmental Rhetorics
Environmental rhetorics have expanded awareness of mass extinction, climate change, and pervasive pollution, yet failed to generate collective action that adequately addresses such pressing matters. This book contends that the anemic response to ecological upheaval is due, in part, to an inability to navigate novel forms of environmental guilt. Combining affect theory with rhetorical analysis to examine a range of texts and media, Ecologies of Guilt in Environmental Rhetorics positions guilt as a keystone emotion for contemporary environmental communication, and explores how it is provoked, perpetuated, and framed through everyday discourse. In revealing the need for emotional literacies that productively engage our complicity in global ecological harm, the book looks to a future where guilt—and its symbiotic relationships with anger, shame, and grief—is shaped in tune with the ecologies that sustain us.
Multimodal Literacies and Emerging Genres
A student’s avatar navigates a virtual world and communicates the desires, emotions, and fears of its creator. Yet, how can her writing instructor interpret this form of meaningmaking? Today, multiple modes of communication and information technology are challenging pedagogies in composition and across the disciplines. Writing instructors grapple with incorporating new forms into their curriculums and relating them to established literary practices. Administrators confront the application of new technologies to the restructuring of courses and the classroom itself. Multimodal Literacies and Emerging Genres examines the possibilities, challenges, and realities of mutimodal composition as an...
Computers and Writing
In this book, James A. Inman explores the landscape of the contemporary computers and writing community. Its six chapters engage critical issues, including redefining the community's generally accepted history, connecting its contemporary innovators with its long-standing spirit of innovation, advocating for increased access and diversity, and more. Between chapters, readers will find "Community Voices" sections, which provide a snapshot of the contemporary computers and writing community and introduce, in a non-hierarchical form, more than 100 of its members from around the world, in their own voices. Computers and Writing: The Cyborg Era features a simultaneous emphasis on individuals, communities, and contexts they share; a creative rethinking of the character and values of the computers and writing community; a holistic exploration of meaning-making; and an activist approach to pedagogy. It is a must-read book for anyone interested in rhetoric, technology, and pedagogy, including faculty, graduate students, and colleagues in professions outside the academy.
Composing a Community
Composing a Community is not only a history of early WAC programs but also of how the people developing those programs were in touch with one another, exchanging ideas and information, forming first a network and then a community. Composing a Community captures the stories of pioneers like Elaine Maimon, Toby Fulwiler, and others, giving readers first-hand accounts from those who were present at the creation of this new movement. David Russell’s introduction sets this emergent narrative into relief. Susan H. McLeod and Margot Iris Soven, themselves pioneers in WAC history, have assembled some of its most eloquent voices in this collection: Charles Bazerman, John C. Bean, Toby Fulwiler, Anne Herrington, Carol Holder, Peshe C. Kuriloff, Linda Peterson, David R. Russell, Christopher Thaiss, Barbara E. Walvoord, and Sam Watson. Their style is personal, lively, and informal as the authors succeed in putting their personal memories in the larger context of WAC studies.
