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ARTiculating
The visual plays a central role in multimediated, computerized culture. The question is: how can we exploit the intersections between the visual and the verbal to improve learning? This text explores ways to capitalize on visually connected pedagogy.
The Writing Center Director's Resource Book
The Writing Center Director's Resource Book has been developed to serve as a guide to writing center professionals in carrying out their various roles, duties, and responsibilities. It is a resource for those whose jobs not only encompass a wide range of tasks but also require a broad knowledge of multiple issues. The volume provides information on the most significant areas of writing center work that writing center professionals--both new and seasoned--are likely to encounter. It is structured for use in diverse institutional settings, providing both current knowledge as well as case studies of specific settings that represent the types of challenges and possible outcomes writing center professionals may experience. This blend of theory with actual practice provides a multi-dimensional view of writing center work. In the end, this book serves not only as a resource but also as a guide to future directions for the writing center, which will continue to evolve in response to a myriad of new challenges that will lie ahead.
WAC Partnerships Between Secondary and Postsecondary Institutions
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.
WAC Partnerships Between Secondary and Postsecondary Institutions
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.
Cases on Inquiry through Instructional Technology in Math and Science
There exists a wealth of information about inquiry and about science, technology, engineering, and mathematics (STEM), but current research lacks meaningfully written, thoughtful applications of both topics.Cases on Inquiry through Instructional Technology in Math and Science represents the work of many authors toward meaningful discourse of inquiry used in STEM teaching. This book presents insightful information to teachers and teacher education candidates about using inquiry in the real classroom, case studies from which research suggests appropriate uses, and tangible direction for creating their own inquiry based STEM activities. Sections take the reader logically through the meaning of inquiry in STEM teaching, how to use technology in modern classrooms, STEM projects which successfully integrate inquiry methodology, and inquiry problem solving within STEM classrooms with the aim of creating activities and models useful for real-world classrooms.
A Guide to Creating Student-staffed Writing Centers, Grades 6-12
Writing centers are places where writers work with each other in an effort to develop ideas, discover a thesis, overcome procrastination, create an outline, or revise a draft. Ultimately, writing centers help students become more effective writers. Visit any college or university in the United States and chances are there is a writing center available to students, staff, and community members. A Guide to Creating Student-Staffed Writing Centers, Grades 6-12 is a how-to and, ultimately, a why-to book for middle school and high school educators as well as for English/language arts teacher candidates and their methods instructors. Writing centers support students and their busy teachers while emphasizing and supporting writing across the curriculum.
Public Feminisms
The field of feminist studies grew from the U.S. women’s movements of the 1960s and 1970s and has continued to be deeply connected to ongoing movements for social justice. As educational institutions are increasingly seeing public scholarship and community engagement as relevant and fruitful complements to traditional academic work, feminist scholars have much to offer in demonstrating different ways to inform and interact with various communities. In Public Feminisms: From Academy to Community edited by Carrie N. Baker and Aviva Dove-Viebahn, a diverse range of feminist scholar-activists write about the dynamic and varied methods they use to reach beyond the traditional academic classroom...
A Shared History
In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined. Author Amy J. Lueck demonstrates that public high schools, in addition to colleges and universities, were vital settings for advanced rhetoric and writing instruction. Lueck shows how the history of high schools in Louisville, Kentucky, connects with, contradicts, and complicates the accepted history of writing instruction and underscores the significance of high schools to rhetoric and composition history and the reform efforts in higher education today. Lueck explores Civil War- and Reconstruction-era challenges to the University of Louisville and nearby local high schools, their curricul...
Teaching and Studying Transnational Composition
Transnational composition is a site for engaging with difference across populations, economies, languages, and borders and for asking how cultures, languages, and national imaginaries interanimate one another. Organized in three parts, the book addresses the transnational in composition in scholarship, teaching, and administration. It brings together contributions from institutional, geopolitical, and cultural contexts ranging across North America, Europe, Latin America, Africa, the Middle East, Asia, and the Caribbean and covers writing in English, Chinese, multiple European languages, Latin American Spanish, African and West Indian Creoles, and Guianan French. Exploring the relationship among transnational, international, global, and translingual approaches to composition--while complicating the term composition itself--essays draw on theories of border work, mobility, liminality, cross-border interaction, center-periphery contours, superdiversity, and transnational rhetoric and address, among other topics, models of cognitive processing, principles of universal design, and frames of critical literacy awareness.
Center Will Hold
In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges. Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.
