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Competing and Consensual Voices
Examines the theory and practice of argument in primary, secondary and tertiary education. The book's coverage includes: the nature, forms and functions of argument, and its role in teaching; and critical analyses of the practice of argument and suggested ways to develop it in educating contexts.
Learning to Rival
Learning to Rival tells the inside story of college and high school writers learning to "rival"--to actively seek rival hypotheses and negotiate alternative perspectives on charged questions. It shows how this interdisciplinary literate practice alters with the context of use and how, in learning to rival in school and out, students must often negotiate conflicts not apparent to instructors. This study of the rival hypothesis stance--a powerful literate practice claimed by both humanities and science--initially posed two questions: * how does the rival hypothesis stance define itself as a literate practice as we move across the boundaries of disciplines and genres, of school and community? *...
Writing as a Learning Tool
This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.
The Function of Theory in Composition Studies
How can theory improve our knowledge of writing? Raúl Sánchez answers this question by examining dominant theoretical trends in composition studies over the last fifteen years, citing their common origins in a narrow, representational metatheory of writing. He argues that this adherence actually leads the field away from its objects of study: writing and the writing subject. Through this extended critique, he elaborates an alternative metatheory, one that restores writing to the conceptual center of composition studies by emphasizing its generative—rather than its representational—characteristics, particularly in increasingly networked and textualized cultures.
Community Literacy and the Rhetoric of Local Publics
Offering a comparative analysis of “community-literacy studies," Community Literacy and the Rhetoric of Local Publics traces common values in diverse accounts of “ordinary people going public.” Elenore Long offers a five-point theoretical framework. Used to review major community-literacy projects that have emerged in recent years, this local public framework uncovers profound differences, with significant consequence, within five formative perspectives: 1) the guiding metaphor behind such projects; 2) the context that defines a “local” public, shaping what is an effective, even possible performance, 3) the tenor and affective register of the discourse; 4) the literate practices that shape the discourse; and, most signficantly, 5) the nature of rhetorical invention or the generative process by which people in these accounts respond to exigencies, such as getting around gatekeepers, affirming identities, and speaking out with others across difference.
Communication Theory
This book provides a thorough analysis of the scientific, critical, and cultural questions at the foundation of theory-building in communication and other social sciences. Any claim to knowledge, the author explains, can be analyzed in terms of a series of characteristics: the object of its explanation, the explanatory form and evidentiary method employed, its characteristic explanations, the scope of its performance, and its consequences of value. From identifying basic epistemological questions to exploring the impact of the "knowledge industry" on society, the volume offers readers the analytical tools to understand, compare, and evaluate theories and their use both inside and outside the classroom. The book also includes a systematic analysis of communication's most influential theories and traces their genealogies across different content fields and disciplines.
Research Literacies and Writing Pedagogies for Masters and Doctoral Writers
Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. Research Literacies and Writing Pedagogies for Masters and Doctoral Writersexplores the challenges students face when engaging in research writing. The chapters offer insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relat...
Second Language Teaching and Learning through Virtual Exchange
Virtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.
The Constructivist Metaphor
"The Constructivist Metaphor" presents a major reconsideration of constructivist theory through an applied examination of the ways in which people create meaning for texts. Spivey first delineates major constructivist positions from the early 20th century, including Frederic Bartlett's description of the discourse processes of individuals, small groups, and large communities. Then she concentrates on reading and writing processes as they were variously perceived throughout the 1970s and 1980s. These cultural and cognitive avenues of investigation provide an essential starting point for her presentation of the late 20th century approaches to the generative, organizational, and selective nature of human communication. The work illustrates an integrative conception of discourse, placing cognitive activity in relation to the text while assuming a social orientation encompassing both composition and comprehension. It describes constructivist concepts in terms of their similarities and differences. It applies theoretical positions to case studies in reading and writing and presents conclusions useful to scholars working on issues of comprehension and communication.
Peterson's Graduate Programs in the Humanities 2011
Peterson's Graduate Programs in the Humanities contains a wealth of information on colleges and universities that offer graduate work in History, Humanities, Language & Literature, Linguistic Studies, Philosophy & Ethics, Religious Studies, and Writing. Institutions listed include those in the United States, Canada, and abroad that are accredited by U.S. accrediting agencies. Up-to-date data, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable information on degree offerings, professional accreditation, jointly offered degrees, part-time and evening/weekend programs, postbaccalaureate distance degrees, faculty, students, degree requirements...
