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Author: Randi Gray Kristensen Publisher: Rowman & Littlefield ISBN: 9780739128008 Category : Education Languages : en Pages : 248
Book Description
Writing against the Curriculum responds to the growing popularity of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs in universities and colleges across the United States. Many of these schools employ both an Introduction to Writing course and a subsequent selection of writing-intensive courses housed within academic departments, thus simultaneously offering opportunities to subvert disciplinary knowledge production in the earlier course, even as they reaffirm those divisions in their later requirements.
Author: Randi Gray Kristensen Publisher: Rowman & Littlefield ISBN: 9780739128008 Category : Education Languages : en Pages : 248
Book Description
Writing against the Curriculum responds to the growing popularity of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs in universities and colleges across the United States. Many of these schools employ both an Introduction to Writing course and a subsequent selection of writing-intensive courses housed within academic departments, thus simultaneously offering opportunities to subvert disciplinary knowledge production in the earlier course, even as they reaffirm those divisions in their later requirements.
Author: John C. Bean Publisher: John Wiley & Sons ISBN: 1118062337 Category : Education Languages : en Pages : 309
Book Description
Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with genre and discourse community theory, quantitative/scientific literacy, blended and online learning, and other current issues.
Author: Charles Bazerman Publisher: Parlor Press LLC ISBN: 9781932559422 Category : Education Languages : en Pages : 192
Book Description
This reference guide traces the "Writing Across the Curriculum" movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education.
Author: Bryna Siegel Finer Publisher: University Press of Colorado ISBN: 1607326272 Category : Language Arts & Disciplines Languages : en Pages : 489
Book Description
Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies. Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter. The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration. Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda
Author: Sue Palmer Publisher: Routledge ISBN: 1136929789 Category : Education Languages : en Pages : 110
Book Description
Now in an updated second edition How to Teach Writing Across the Curriculum: Ages 8-14 provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children’s learning across the curriculum. Emphasising creative approaches to teaching children’s writing in diverse and innovative ways, it provides: information on the organisation and language features of the six main non-fiction text types (recount, report, instruction, explanation, persuasion and discussion) suggestions for the use of cross-curricular learning as a basis for writing planning frameworks for children to promote thinking skills advice on developing children’s writing to help with organisational issues – paragraphing and layout, and the key language features examples of non-fiction writing suggestions for talk for learning and talk for writing (including links to 'Speaking Frames'; also published by Routledge) information on the transition from primary to secondary school. With new hints and tips for teachers and suggestions for reflective practice as well as a wealth of photocopiable materials, How to Teach Writing Across the Curriculum: Ages 8-14 will equip teachers with all the skills needed to create enthusiastic non-fiction writers in their classroom.
Author: Susan H. McLeod Publisher: SAGE Publications, Incorporated ISBN: Category : Education Languages : en Pages : 236
Book Description
How can institutions develop and sustain writing across the curriculum (WAC) programs? This volume, written for faculty and administrators alike, answers that question. Chapters written by some of the foremost WAC directors and consultants in the country discuss how to get started, how to run WAC workshops, what role administrators can play, and how WAC can be integrated into the university curriculum. Also, there are pertinent chapters on developing permanent institutional support for WAC. Writing Across the Curriculum gives details about resources successful WAC programs need - administrators, coordinators, faculty who participate in workshops and seminars, support systems such as peer tutoring or writing centers, and institution-specific curricular models. The book assumes that WAC directors are learners as well as facilitators of learning, and asserts that they expand the definition of "good" writing through discussion with members of other disciplines.
Author: Mick Healey Publisher: ISBN: 9781951414054 Category : Languages : en Pages :
Book Description
Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education.
Author: Linda Laidlaw Publisher: Routledge ISBN: 113561069X Category : Education Languages : en Pages : 236
Book Description
In this book, Linda Laidlaw explores the questions: What happens when children begin to write? Why is it that the teaching and practice of writing seems at times to be difficult in schools? How might teachers work differently to create more inviting spaces for developing literacy? The premise is that written texts and literacy processes are developed within a complex "weave" of particular contexts, or ecologies, and the unique particularity of the learner's experiences, histories, memories and interpretations. Laidlaw offers new information about writing and literacy pedagogy linked to current research in the complexity sciences and cognition, and considers the possibilities that might emerge for pedagogy when alternative metaphors, images, and structures are considered for writing and curriculum. The volume includes qualitative and narrative description of writing and literacy situations, events, and pedagogy, and elaborates the historical, theoretical, and curricular background in which such instruction exists within contemporary schooling. Reinventing Curriculum: A Complex-Perspective on Literacy and Writing: *addresses literacy through a focus on writing rather than on reading; *develops an approach to literacy and writing pedagogy that incorporates recent theories and research on learning and the complexity sciences; *examines perspectives on writing from both a teaching perspective and that of the work of writers; *makes connections between the acquisition of literacy to research in other domains; *examines both the benefits and the "costs" of literacy; and *challenges "commonsense" understandings within instruction, for example, that literacy teaching and learning can occur apart from other aspects of children's learning, context, and subjectivity, or that learning occurs individually rather than collectively. This book is important reading for researchers, professionals, teacher educators, and students involved in literacy education and writing instruction, and an excellent text for courses in these areas.
Author: Randi Gray Kristensen
Author: Art Young
Author: Randi Gray Kristensen
Author: John C. Bean
Author: Charles Bazerman
Author: Bryna Siegel Finer
Author: Sue Palmer
Author: Susan H. McLeod
Author: Mick Healey
Author: Linda Laidlaw
Author: Janice Z. Olsen