11/19/2019 Writing About Writing Wardle Ebook
A milestone in the field of composition, Writing about Writing continues to be the only textbook to provide an approach that makes writing studies the center of the introductory writing course. Based on Wardle and Downs’s research and organized around major threshold concepts of writing, this groundbreaking book empowers students in all majors by showing them how to draw on what they know and engage with ongoing conversations about writing and literacy. The accessible writing studies research in Writing about Writing includes foundational research by scholars such as Nancy Sommers and Donald Murray, popular commentary on writing by authors such as Malcolm X and Anne Lamott, and emerging research from both scholars and student writers.
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Writing isn’t just something we do. It’s something we study.A milestone in the field of composition, Writing about Writing continues to be the only textbook to provide an approach that makes writing studies the center of the introductory writing course. Based on Wardle and Downs’s research and organized around major threshold concepts of writing, this groundbreaking book empowers students in all majors by showing them how to draw on what they know and engage with ongoing conversations about writing and literacy. The accessible writing studies research in Writing about Writing includes foundational research by scholars such as Nancy Sommers and Donald Murray, popular commentary on writing by authors such as Malcolm X and Anne Lamott, and emerging research from both scholars and student writers. An innovative, class-tested approach to teaching writing. Writing About Writing builds on what students already know, asking them to investigate their own questions about writing and to reflect on their own processes.
With accessible instruction and helpful guidance through academic and popular conversations about writing, the text helps students develop writing practices that they can transfer to any context. Carefully selected readings that make writing relevant. Selections from scholarly, popular, and student sources by the likes of Sondra Perl, James Paul Gee, and Malcolm X invite students directly into ongoing conversations about how writing works and why it matters. Support for students and instructors on the writing about writing method. Because working with scholarly texts can be challenging, clear explanations and scaffolded activities throughout the chapters show students how to move from reading to research and writing—and at the same time provide guidance for instructors.
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Chapter 1 introduces students to key threshold concepts they’ll encounter throughout the book and provides an accessible framework for working with academic texts. Chapter introductions and headnotes frame key concepts in everyday terms and explain the selections’ role in the conversation about writing.
Questions before and after selections establish a context for reading, helping students reflect on their experience as writers and apply ideas from their reading. ' Writing about Writing challenges students to think beyond ‘the rules of the road’ that they have been taught to understand writing as a lifelong practice that is vital to successful communication. Students feel empowered.' – Rhonda Powers, University of Memphis' Writing about Writing is unlike any other reader on the market. It presents students with challenging and engaging readings that really make them think, become critical readers, and most of all, critical writers.' – Dana Driscoll, Oakland University'I believe this text gives our students more agency than almost any textbook in existence.'
– Kimberly Hoover, Montana State University'The book is a rich resource that I turn to time and again, and ask students to turn to time and again, as they explore the acts and arts of reading, inquiry, and writing.' – Colin Charlton, University of Texas–Pan American. Elizabeth WardleElizabeth Wardle is Professor and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University (OH). She was Chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF), and Director of Writing Programs at UCF and University of Dayton. These experiences fed her interest in how students learn and repurpose what they know in new settings. With Linda Adler-Kassner, she is co-editor of Naming What We Know: Threshold Concepts of Writing Studies, winner of the WPA Award for Outstanding Contribution to the Discipline (2016). These materials are owned by Macmillan Learning or its licensors and are protected by copyright laws in the United States and other jurisdictions.
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Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action.Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field. Linda Adler-Kassner is professor of writing studies and associate dean of undergraduate education at University of California, Santa Barbara. Her research and teaching focus broadly on how literate agents and activities—such as writers, writing, writing studies—are defined in contexts inside the academy and in public discourse.
She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. She frequently works with faculty across disciplines on articulating threshold concepts and making them more accessible for students.
She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment, Naming What We Know, and The Activist WPA. Elizabeth Wardleis the Howe Professor of English and director of the Roger and Joyce Howe Center for Writing Excellence at Miami University in Oxford, Ohio. She served as chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF). She also served as director of writing programs at UCF and at the University of Dayton. Her administrative experiences fed her ongoing interest in how students learn and how they transfer what they learn in new settings. With Doug Downs, she is the coauthor of Writing about Writing, a textbook that represents a movement to reimagine first-year composition as a serious content course that teaches transferable research-based knowledge about writing. She speaks frequently around the country on writing program design, how to teach for transfer, and how to identify and engage students in the threshold concepts of various disciplines.
I’ve been working with the third edition of this anthology in a sophomore/ junior level course, Intro to Writing Studies.It’s hard for me to imagine using this text in a more general, introductory writing course, since it is not only tightly focused on a particular subfield of English (comp/rhet), but weighted quite heavily toward work done in the 1980s in that field. If you’re interested in studying or teaching Comp, then great, there are a lot of classic pieces here for you to read. But if yo I’ve been working with the third edition of this anthology in a sophomore/ junior level course, Intro to Writing Studies.It’s hard for me to imagine using this text in a more general, introductory writing course, since it is not only tightly focused on a particular subfield of English (comp/rhet), but weighted quite heavily toward work done in the 1980s in that field. If you’re interested in studying or teaching Comp, then great, there are a lot of classic pieces here for you to read.
But if you happen to be some unlucky 18-year-old in a freshman comp course that uses this as a text—well, you might find yourself wishing you were in your roommate’s section that’s reading Moby Dick.But, again, I am using the text in a more advanced course that’s clearly marked Writing Studies, so, fair warning to all. The students have for the most part seemed to enjoy and connect with the (somewhat dated) readings, although none of them has found the elaborate apparatus—editor’s intros to and questions about reading, overlong and over-detailed writing assignments—very useful. And the book is itself heavy, way too long, cumbersome, expensive, and, well, ugly. I had to pick up this course on short notice. If I teach it again, I’ll assign a few of the pieces that appear in this book (they’re all on JSTOR), and some brief books on writing that are acually fun. Disclaimer: I am required to teach from this text, as I work in a department lead by its lead author.That said, I drank the Kool-Aid and appreciate this approach to composition. It's challenging for teachers, and even more challenging for students, but in a way that respects both them and the field in which they are working.The text provides a helpful tone when addressing the student directly and works to make the articles within more accessible.
The teacher's edition supplements (written by m Disclaimer: I am required to teach from this text, as I work in a department lead by its lead author.That said, I drank the Kool-Aid and appreciate this approach to composition. It's challenging for teachers, and even more challenging for students, but in a way that respects both them and the field in which they are working.The text provides a helpful tone when addressing the student directly and works to make the articles within more accessible. The teacher's edition supplements (written by my coordinator, to continue the disclaimer) balance a sense of teacher independence with a determination to emphasize and achieve important outcomes.
It, like the surrounding text, is helpful yet respectful of the intelligence of the teacher.I recommend this text for college-level composition courses that want to go from 'what did you do over summer vacation?' To 'here's how we study things in the field of Writing Studies.' It gets the job done and helps you do the same. Wow, that was a long one, but I finally finished. I had been wanting to read this book for a while since I am a teacher of writing composition. The concept is that first year writing courses can be about writing rather than some other imposed content. Some of the essays in this anthology are graduate level, but quite a few would be good for a community college audience.
I particularly like the selections by Donald Murray, Peter Elbow, and the excerpt from Malcolm X, 'How I Learned to Read and Wr Wow, that was a long one, but I finally finished. I had been wanting to read this book for a while since I am a teacher of writing composition.
The concept is that first year writing courses can be about writing rather than some other imposed content. Some of the essays in this anthology are graduate level, but quite a few would be good for a community college audience. I particularly like the selections by Donald Murray, Peter Elbow, and the excerpt from Malcolm X, 'How I Learned to Read and Write.' This book makes me want to revise my college composition course. I really want my students to have authentic and meaningful writing experiences, and this book supports that idea. I recommend it to any college writing professor, especially those who teach first year writing. The university I teach at uses this textbook for their Writing 2 course.
This was the first time I've taught Writing 2 or used this textbook, and I found the articles refreshingly academic. As opposed to textbooks that 'talk down' to students, the articles in Writing About Writing address issues and debates within the composition community; these are peer-reviewed, academic articles about writing, written in the language we as teachers are trying to get our students to emulate.That being said, The university I teach at uses this textbook for their Writing 2 course.
This was the first time I've taught Writing 2 or used this textbook, and I found the articles refreshingly academic. As opposed to textbooks that 'talk down' to students, the articles in Writing About Writing address issues and debates within the composition community; these are peer-reviewed, academic articles about writing, written in the language we as teachers are trying to get our students to emulate.That being said, I relied too heavily on the textbook and the students became bogged down in the academic writing. This was my first time teaching this course, and only the second time I've ever taught, so this was undoubtedly my fault. I think students need to be interested in the subject they're writing about in order to produce good writing, and most students aren't interested in writing as a subject. Next semester, I'm going to combine readings from the textbook with student-generated texts and research, and in that way address the technical aspect of writing while also, hopefully, engaging student interest.
Author: Elizabeth WardlePublisher: Macmillan Higher EducationISBN:Category: Language Arts & DisciplinesPage: 848View: 131A milestone in the field of composition, Writing about Writing continues to be the only textbook to provide an approach that makes writing studies the center of the introductory writing course. Based on Wardle and Downs’s research and organized around major threshold concepts of writing, this groundbreaking book empowers students in all majors by showing them how to draw on what they know and engage with ongoing conversations about writing and literacy. The accessible writing studies research in Writing about Writing includes foundational research by scholars such as Nancy Sommers and Donald Murray, popular commentary on writing by authors such as Malcolm X and Anne Lamott, and emerging research from both scholars and student writers. Accessible explanations, scaffolded activities, and thoughtful questions help students connect to the readings and transfer their writing-related skills from first-year composition to writing situations in other college courses, work, and their everyday lives. The third edition makes studying writing even more accessible and teachable, with a new overview of rhetoric, a stronger focus on key threshold concepts, scaffolded reading guidance for challenging selections, and a new section in the instructor's manual with responses to frequently asked questions. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, the Bedford/St.
Martin's blog for teachers of writing). Go to community.macmillan.com. Author: Barbara BirdPublisher: University Press of ColoradoISBN:Category: Language Arts & DisciplinesPage: 306View: 551Next Steps: New Directions for/in Writing about Writing is the first collection of teacher and student voices on a writing pedagogy that puts expert knowledge at the center of the writing classroom. More than forty contributors report on implementations of writing-about-writing pedagogies from the basic writing classroom to the graduate seminar, in two-year and four-year schools, and in small colleges and research universities around the United States and the world.
For more than ten years, WAW approaches have been emerging in all these sites and scenes of college writing instruction, and Next Steps offers an original look at the breadth of ways WAW pedagogy has been taken up by writing instructors and into an array of writing courses. Organized by some of the key foci of WAW instruction—writerly identity, process, and engagement—the book takes readers into thick classroom descriptions as well as vignettes offering shorter takes on particular strategies. The classroom descriptions are fleshed out in more personal ways by student vignettes, reflections on encountering writing about writing in college writing classes. As its theoretical basis, Next Steps includes chapters on threshold concepts, transfer of writing-related learning, and the history of WAW pedagogies. As the first extensive look into WAW pedagogies across courses and institutions, Next Steps is ideal for writing instructors looking for new approaches to college composition instruction or curious about what “writing about writing” pedagogy actually is, for graduate students in composition pedagogy and their faculty, and for those researching composition pedagogy, threshold concepts, and learning transfer. Contributors: Linda Adler-Kassner, Olga Aksakalova, Joy Arbor, Matthew Bryan, Shawn Casey, Gabriel Cutrufello, Jennifer deWinter, Kristen di Gennaro, Emma Gaier, Christina Grant, Gwen Hart, Kimberly Hoover, Rebecca Jackson, Frances Johnson, Elizabeth Kleinfeld, Katie Jo LaRiviere, Andrew Lucchesi, Cat Mahaffey, Michael Michaud, Rebecca S. Nowacek, Andrew Ogilvie, Sarah Read, Rebecca Robinson, Kevin Roozen, Mysti Rudd, Christian Smith, Nichole Stack, Samuel Stinson, Hiroki Sugimoto, Lisa Tremain, Valerie Vera, Megan Wallace, Elizabeth Wardle, Christy I.
Wenger, Nancy Wilson, Dominique Zino. Author: Neal LernerPublisher: University Press of ColoradoISBN:Category: Language Arts & DisciplinesPage: 179View: 120In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform. Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders. Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing.
Writing About Writing Utrgv Book
The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education. Author: Laurie G. KirsznerPublisher: Macmillan Higher EducationISBN:Category: Language Arts & DisciplinesPage: 832View: 458Bestselling authors Laurie Kirszner and Stephen Mandell know what works in the classroom. In Patterns for College Writing, they provide students with exemplary rhetorical models and just the right balance of classic and contemporary essays.
Patterns includes comprehensive coverage of active reading, research, and the writing process in a five-chapter mini-rhetoric. This is followed by clear and thorough explanations of the patterns of development with the most thorough apparatus of any rhetorical reader and an example of student writing for each pattern. Add to that the most comprehensive coverage of argumentative writing and you will see why Patterns for College Writing is the best-selling reader in the country. The new edition includes exciting new readings, images, and debate and casebook topics. Author: John J. RuszkiewiczPublisher: Macmillan Higher EducationISBN:Category: Language Arts & DisciplinesPage: 288View: 460Can you think of a college course that doesn’t require reading?
Whether in common-read programs, first-year writing, or writing-intensive courses, students need critical reading skills in order to engage with ideas and become successful academic writers. John Ruszkiewicz’s A Reader’s Guide to College Writing gives students an insider’s view of the way critical reading really works and how a writer’s rhetorical choices lead to powerful writing. In dynamic, pocket-sized lessons, readers are drawn into the conversation with a wise, helpful, and fun professor who knows just the right example to illustrate a concept. Simple, easy-to-spot marginal notes highlight the moves that matter in academic writing and help students apply the chapters’ advice.
Writing About Writing Wardle Ebook
Flexible end-of-chapter activities work with a variety of writing assignments, while appendices with MLA and APA guidelines give students quick-reference help they can depend on. Author: Todd James PiercePublisher: Oxford University Press, USAISBN:Category: College readersPage: 384View: 1000Developed for courses in first-year writing, College: A Reader for Writers includes an interdisciplinary mix of public, academic, and cultural reading selections. It provides students with the rhetorical knowledge and analytical strategies required to participate effectively in discussions about college and culture.
College: A Reader for Writers is part of a series of brief, single-topic readers from Oxford University Press designed for today's college writing courses. Each reader in this series approaches a topic of contemporary conversation from multiple perspectives.Search for.
Based on Wardle and Downs' research, the first edition of ' Writing about Writing' marked a milestone in the field of composition. By showing students how to draw on what they know in order to contribute to ongoing conversations about Writing and literacy, it helped them transfer their Writing-related skills from first-year composition to other courses and contexts. Now used by tens of thousands of students, ' Writing about Writing' presents accessible Writing studies research by authors such asMike Rose, Deborah Brandt, John Swales, and Nancy Sommers, together with popular texts by authors such as Malcolm X and Anne Lamott, and texts from student writers. Throughout the book, friendly explanations and scaffolded activities and questions help students connect to readings and develop knowledge about Writing that they can use at work, in their everyday lives, and in college.The new edition builds on this success and refines the approach to make it even more teachable. The second edition includes more help for understanding the rhetorical situation and an exciting new chapter on multimodal composing. The print text is now integrated with e-Pages for ' Writing about Writing,' designed to take advantage of what the Web can do.The conversation on Writing about Writing continues on the authors' blog, 'Write On: Notes on Writing about Writing' (a channel on 'Bedford Bits,' the Bedford/St.
Martin's blog for teachers of Writing).
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