Bøger i Research in the Teaching of Rhetoric and Composition serien

This collection of essays examines and experiments with changing notions of writing about and in electronic spaces, as well as visualizing how some of this writing might appear were it captured in print.

This volume contributes to our understanding of literacy as a multi-faceted, complexly situated activity. Freeing literacy from a specific site or set of practices allows us to see it as a way to consider the experiences, memories, and histories of those who use literacy to make meaning in their lives.

This text is a critique of the debate between cognitivists and social constructionists. It argues against fragmented views that the dialectic between identity and text can be reduced to mind of society, body or economics, nature or nurture.

This collection of essays examines and experiments with changing notions of writing about and in electronic spaces, as well as visualizing how some of this writing might appear were it captured in print.

This book engages the formative influence on composition studies of the 1974 ""Students' Right"" to Their Own Language"" resolution. Combining elements of documentary history and a collection of original scholarship, it considers professional hopes for the teaching of writing.

Explores tensions surrounding the teaching of literacy in three settings of nontraditional adult education: correctional education, vocational education, and the Highlander Folk School.

Brings together scholars from various disciplines, institutions, methodologies and genres, who are interested in writing and preparing teachers and researchers of writing. This book covers, topics such as writing assessment, teaching writing and teacher preparation, graduate education, electronic technologies, community literacy, and more.

Steps into the debate about how doctoral programs should prepare students for the profession. The contributors explore the conceptual and practical specifics of a refocused training and build a compelling argument that providing students a stable identity is less crucial than preparing them to adopt myriad and shifting professional personas.

This work calls attention to the ways that teachers of writing must attend to the idea of the classroom, must be conscious of the spaces in which they meet students and must be aware of the physical, material conditions that constrain or affect the teaching of writing.

Discusses deprivatized pedagogy, a tool for shaping classroom practice. It is a way to interior gate classroom practices which are traditionally in inexplicably privatized. The authors hope to provide a space to raise questions, evoke critiques, and embark on the path to self-reflexivity in the practice of teaching and learning.

Aimed at the writing teachers and writing program administrators within postsecondary institutions, this book provides theoretical models and methods for helping them conduct the interdisciplinary, collaborative consulting activities that are common with formal and information writing across the curriculum (WAC) programs.

Includes essays that illustrate and analyze various classroom-based strategies for productive collaboration between literature and composition. This work covers topics that span textuality and critical pedagogy, argumentation and hybrid genres, student engagement and popular culture, and materiality and assessment.

Much of the theory underlying technical communication, rhetoric, composition, and college English in general comes from a socialist/Marxist perspective, not the larger world-view - free-market, competitive, and capitalistic. This volume asserts a theoretical and practical stance based on free-market mechanisms and behaviors.

This book examines the role that rhetoric plays in the creation and conceptualization of new knowledge claims. It highlights how scientists worked with the linguistic resources available to them to bring into existence abstract concepts and gain new insight into the subject of their study.

Based on the premise that writing centers know how to guide learners toward more productive and successful work, this collection focuses on helping the academy understand writing centers. It articulates how writing centers move beyond remediation and become centers of learning and teaching through fostering productive working relationships.