The Routledge Reader on Writing Centers and New Media

This collection of essays appears on the wave of digital media tutoring developments in university and college writing centers in the United States and around the world.

Author: Sohui Lee

Publisher:

ISBN: 0415634458

Category: Language Arts & Disciplines

Page: 297

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This collection of essays appears on the wave of digital media tutoring developments in university and college writing centers in the United States and around the world. It provides students and scholars of literacy, new media, and communication as well as writing center practitioners with a valuable new tool for understanding the progress and direction of new media debates at the intersection of writing, technology, and communication. Comprised of twenty essays by leading scholars in media, communication, composition, and writing center studies, Writing Centers and New Media is a major new reader that provides rich cross-disciplinary scholarship. As a rich resource for students and scholars, and as a sourcebook for writing center practitioners, this collection fills a critical gap in writing center scholarship that is essential and significant for the emerging practice of new media tutoring and for future developments in writing center studies.

Open Access Multimodality and Writing Center Studies

Taking Flight with OWLs: Examining Electronic Writing Center Work. New York: Routledge. ... In The Center Will Hold: Critical Perspectives on Writing Center Scholarship, ed. ... The Routledge Reader on Writing Centers and New Media.

Author: Elisabeth H. Buck

Publisher: Springer

ISBN: 9783319695051

Category: Social Science

Page: 148

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The disciplinary triad of open-access, multimodality, and writing center studies presents a timely, critical lens for discussing academic publishing in a moment of crucibilic change, where rapid technological advancements force scholars and institutions to question what is produced and “counts” as academic writing. Using historiographic, quantitative, and qualitative analysis, Open-Access, Multimodality, and Writing Center Studies sees writing center scholarship as a microcosm of many of the larger issues at play in the contemporary academic publishing landscape. This case study approach reveals the complex, imbricated ways that questions about publishing manifest both within the content of journals, and as related to academics’ perceptions as signifiers of disciplinary visibility, identity, and transformation. More than just reaffirming the conventional wisdom about these changes in publishing—that these shifts are happening and we do not always know how to pinpoint them—Open-Access, Multimodality, and Writing Center Studies suggests that scholars in all fields, compositionists, and writing center practitioners be conscious of the ways they are complicit in maintaining barriers to accessibility and innovation. Chapter 5 of this book is available open access under a CC BY 4.0 license at link.springer.com.

Writing Centres in Higher Education

Archer (2016) shows how argument can be realised through the complexities of writing-image interaction. ... In The Routledge Reader on Writing Centers and New Media: Digital Literacies in Multimodal Spaces, Lee and Carpenter (2013) ...

Author: Sherran Clarence

Publisher: AFRICAN SUN MeDIA

ISBN: 9781928357551

Category: Education

Page: 222

View: 814

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This collection of essays reflects on the ways in which writing centres in South Africa are working in and across disciplines. Institutional constraints and challenges that arise from these collaborations are addressed and opportunities for transforming teaching and learning spaces are explored. The chapters speak to the global move in higher education to reconsider how knowledge is made, who makes it, and how support and development opportunities for students and lecturers should be created and sustained across the disciplines. This volume contributes to the body of knowledge in the growing field of the scholarship of teaching and learning in higher education in South Africa. It builds on the work of the first collection of such essays: Changing Spaces: Writing Centres and Access to Higher Education (Eds. A Archer and R Richards, 2011, SUN PReSS) to understand why working within the disciplines is so critical for writing development in a South African context.

The Working Lives of New Writing Center Directors

“What They Take with Them: Findings from the Peer Writing Tutor Alumni Research Project. ... “Polylog: Are Writing Center Directors Writing Program Administrators? ... The Routledge Reader on Writing Centers and New Media.

Author: Nicole Caswell

Publisher: University Press of Colorado

ISBN: 9781607325376

Category: Language Arts & Disciplines

Page: 256

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The first book-length empirical investigation of writing center directors’ labor, The Working Lives of New Writing Center Directors presents a longitudinal qualitative study of the individual professional lives of nine new directors. Inspired by Kinkead and Harris’s Writing Centers in Context (1993), the authors adopt a case study approach to examine the labor these directors performed and the varied motivations for their labor, as well as the labor they ignored, deferred, or sidelined temporarily, whether or not they wanted to. The study shows directors engaged in various types of labor—everyday, disciplinary, and emotional—and reveals that labor is never restricted to a list of job responsibilities, although those play a role. Instead, labor is motivated and shaped by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge. The cases collectively distill how different institutions define writing and appropriate resources to writing instruction and support, informing the ongoing wider cultural debates about skills (writing and otherwise), the preparation of educators, the renewal/tenuring of educators, and administrative “bloat” in academe. The nine new directors discuss more than just their labor; they address their motivations, their sense of self, and their own thoughts about the work they do, facets of writing center director labor that other types of research or scholarship have up to now left invisible. The Working Lives of New Writing Center Directors strikes a new path in scholarship on writing center administration and is essential reading for present and future writing center administrators and those who mentor them.

Multimodal Composing

“Among the Audience: On Audience in an Age of New Literacies.” In The Routledge Reader on Writing Centers and New Media, edited by Sohui Lee and Russell Carpenter, 194–209. New York: Routledge. McKinney, Jackie Grutsch. 2014.

Author: Lindsay A. Sabatino

Publisher: University Press of Colorado

ISBN: 9781607328469

Category: Language Arts & Disciplines

Page: 238

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Multimodal Composing provides strategies for writing center directors and consultants working with writers whose texts are visual, technological, creative, and performative—texts they may be unaccustomed to reading, producing, or tutoring. This book is a focused conversation on how rhetorical, design, and multimodal principles inform consultation strategies, especially when working with genres that are less familiar or traditional. Multimodal Composing explores the relationship between rhetorical choices, design thinking, accessibility, and technological awareness in the writing center. Each chapter deepens consultants’ understanding of multimodal composing by introducing them to important features and practices in a variety of multimodal texts. The chapters’ activities provide consultants with an experience that familiarizes them with design thinking and multimodal projects, and a companion website (www.multimodalwritingcenter.org) offers access to additional resources that are difficult to reproduce in print (and includes updated links to resources and tools). Multimodal projects are becoming the norm across disciplines, and writers expect consultants to have a working knowledge of how to answer their questions. Multimodal Composing introduces consultants to key elements in design, technology, audio, and visual media and explains how these elements relate to the rhetorical and expressive nature of written, visual, and spoken communication. Peer, graduate student, professional tutors and writing center directors will benefit from the activities and strategies presented in this guide. Contributors: Patrick Anderson, Shawn Apostel, Jarrod Barben, Brandy Ball Blake, Sarah Blazer, Brenta Blevins, Russell Carpenter, Florence Davies, Kate Flom Derrick, Lauri Dietz, Clint Gardner, Karen J. Head, Alyse Knorr, Jarret Krone, Sohui Lee, Joe McCormick, Courtnie Morin, Alice Johnston Myatt, Molly Schoen, James C. W. Truman

Writing Program Architecture

Readings for professional development meetings, moreover, are drawn from writing center scholarship. Amicucci, Ann N. 2011. “Writing across the Web: ... The Routledge Reader on Writing Centers and New Media. New York: Routledge.

Author: Bryna Siegel Finer

Publisher: University Press of Colorado

ISBN: 9781607326274

Category: Language Arts & Disciplines

Page: 489

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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

New Media and Digital Pedagogy

Infrastructure, and Technology and The Routledge Reader on Writing Centers and New Media. He is editor of the Journal of Faculty Development. Beth Case is the program manager for Digital, Emerging, and Assistive Technologies at the ...

Author: Michael G. Strawser

Publisher: Lexington Books

ISBN: 9781498548526

Category: Language Arts & Disciplines

Page: 192

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New Media and Digital Pedagogy: Enhancing the Twenty-First-Century Classroom addresses the influence of new media on instruction, higher education, and pedagogy. The contributors specifically examine the practical and theoretical implications of new media and the influence of new media on education. This book emphasizes the changing landscape of education and technology and creates a foundational lens and framework for thinking through and navigating higher education in a digital and new media driven context.

Foundational Practices of Online Writing Instruction

Retrieved from http://martinfowler.com/articles/newMethodology.html Fowler, Martin. (2013). Refactoring home page. ... Teaching/Writing in thirdspaces: The Studio Approach. ... The Routledge reader on writing centers and new media.

Author: Beth L. Hewett

Publisher: Parlor Press LLC

ISBN: 9781602356672

Category: Education

Page: 601

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Foundational Practices in Online Writing Instruction addresses administrators’ and instructors’ questions for developing online writing programs and courses. Written by experts in the field, this book uniquely attends to issues of inclusive and accessible online writing instruction in technology-enhanced settings, as well as teaching with mobile technologies and multimodal compositions.

Best Practices for Flipping the College Classroom

He is also coeditor of The Routledge Reader on Writing Centers and New Media (2013) and the digital book Sustainable Learning Spaces. Michael S. Garver, Ph.D., is Professor of Marketing at Central Michigan University (CMU).

Author: Julee B. Waldrop

Publisher: Routledge

ISBN: 9781317693796

Category: Education

Page: 166

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Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book: Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K–12 to its implementation in higher education. Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations. Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies. Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models. Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses. The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroom is the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom.

Writing Studio Pedagogy

His recent books include Sustainable Learning Spaces: Design, Infrastructure, and Technology and The Routledge Reader on Writing Centers and New Media. He is editor of the Journal of Faculty Development. His forthcoming book project is ...

Author: Matthew Kim

Publisher: Rowman & Littlefield

ISBN: 9781475828238

Category: Education

Page: 238

View: 408

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Writing Studio Pedagogy (WSP) breaks from the tradition of teaching and responding to writing in traditional ways and moves the teaching and learning experience off the page and into engaging spaces in multiple ways, which can enhance the composing process. Through this collection, scholars interested in rethinking approaches to teaching, writing pedagogy, and innovative learning will find new ways to challenge their own understandings of space, place, and collaboration. WSP involves an attention to space and place in the development of rhetorical acts by focusing on the ways in which they enhance pedagogy. This book takes a unique opportunity to return to pedagogy as the foremost priority in any learning space. Educators might preference WSP for its emphasis on student-centeredness by creating productive interactions, intersections, and departures that arrive from prioritizing learning. WSP acknowledges the centralized role of students and teachers as co-facilitators in learning and writing. These threads are intentionally broad-based, as the chapters contained in this book speak to the complexity of WSP across institutions.

Implementation and Critical Assessment of the Flipped Classroom Experience

Recent books include The Routledge Reader on Writing Centers and New Media (with Sohui Lee, 2013) and Cases on Higher Education Spaces (2012). Linda Cresap holds a Ph.D. from The University of North Dakota (UND) in Teaching and ...

Author: Scheg, Abigail G.

Publisher: IGI Global

ISBN: 9781466674653

Category: Education

Page: 318

View: 795

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In the past decade, traditional classroom teaching models have been transformed in order to better promote active learning and learner engagement. Implementation and Critical Assessment of the Flipped Classroom Experience seeks to capture the momentum of non-traditional teaching methods and provide a necessary resource for individuals who are interested in taking advantage of this pedagogical endeavor. Using narrative explanations and foundation materials provided by experienced instructors, this premier reference work presents the benefits and challenges of flipped methodology implementation in today’s classroom to educators and educational administrators across all disciplines and levels.

Academy Industry Relationships and Partnerships

She has contributed chapters to Resources in Technical Communication: Outcomes and Approaches, Teaching Writing ... on Higher Education Spaces (2012), and The Routledge Reader on Writing Centers and New Media (with Sohui Lee; 2013).

Author: Tracy Bridgeford

Publisher: Taylor & Francis

ISBN: 9781351868884

Category:

Page:

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In the field of technical communication, academics and industry practitioners alike regularly encounter the same question: "What exactly is it you do?" Their responses often reveal a fundamental difference of perspective on what the field is and how it operates. For example, academics might discuss ideas in terms of rhetorical theory, while practitioners might explain concepts through more practical approaches involving best business practices. And such differences can have important implications for how the field, as a whole, moves forward over time. This collection explores ideas related to forging effective academia-industry relationships and partnerships so members of the field can begin a dialogue designed to foster communication and collaboration among academics and industry practitioners in technical communication. To address the various factors that can affect such interactions, the contributions in this collection represent a broad range of approaches that technical communicators can use to establish effective academy-industry partnerships and relationships in relation to an area of central interest to both: education. The 11 chapters thus present different perspectives on and ideas for achieving this goal. In so doing, the contributors discuss programmatic concerns, workplace contexts, outreach programs, and research and writing. The result is a text that examines different general contexts in which academia-industry relationships and partnerships can be established and maintained. It also provides readers with a reference for exploring such interactions.

Studio Based Approaches for Multimodal Projects

The Routledge Reader on Writing Centers and New Media. New York: Routledge. Assessment One of the most important ways to develop a sustainable program is by developing solid assessment methods that will allow you to collect data that ...

Author: Russell Carpenter

Publisher: Rowman & Littlefield

ISBN: 9781498586474

Category: Education

Page: 134

View: 421

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This book examines a range of strategies for studio approaches and models from multiple educational contexts that enable process-oriented multimodal projects and promote student learning. This collection features chapters by leaders and innovators in studio-based approaches and offers vivid examples of ways in which they are realized.

Multimodality in Higher Education

The Routledge Reader on Writing Centres and New Media: Digital LiteraciesinMultimodalSpaces. New York, London: Routledge. Matthiessen, C. (2007). The Multimodal Page: A Systemic Functional Exploration. In T.D. Royce & W.L. Bowcher ...

Author: Esther Breuer

Publisher: BRILL

ISBN: 9789004312067

Category: Language Arts & Disciplines

Page: 270

View: 978

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Multimodality in Higher Education showcases new directions in multimodal research and also focuses on teaching multimodal text production and writing pedagogy. It theorizes writing practices and writing pedagogy in Higher Educational contexts from a multimodal perspective.

The Routledge Handbook of Digital Writing and Rhetoric

Buck, Amber M. “The Invisible Interface: MS Word in the Writing Center.” Computers and Composition, vol. 25, no. ... “ᶀƦ⟲3ᥒ ⟒Ɍ3⚹⚹⚹⟳ĐƵ (AKA: Broken Records: Hystories of Noise && Dirty New Media).” Gli.tc/h Reader[ror] 20111, ...

Author: Jonathan Alexander

Publisher: Routledge

ISBN: 9781315518473

Category: Language Arts & Disciplines

Page: 468

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This handbook brings together scholars from around the globe who here contribute to our understanding of how digital rhetoric is changing the landscape of writing. Increasingly, all of us must navigate networks of information, compose not just with computers but an array of mobile devices, increase our technological literacy, and understand the changing dynamics of authoring, writing, reading, and publishing in a world of rich and complex texts. Given such changes, and given the diverse ways in which younger generations of college students are writing, communicating, and designing texts in multimediated, electronic environments, we need to consider how the very act of writing itself is undergoing potentially fundamental changes. These changes are being addressed increasingly by the emerging field of digital rhetoric, a field that attempts to understand the rhetorical possibilities and affordances of writing, broadly defined, in a wide array of digital environments. Of interest to both researchers and students, this volume provides insights about the fields of rhetoric, writing, composition, digital media, literature, and multimodal studies.

Composition Studies 43 2 Fall 2015

CONTENTS OF COMPOSITION STUDIES 43.2 (Fall 2015) - Illustration by Ian Golding - From the Editor - COMPOSING WITH: Composing With Sound by Steph Ceraso and Kati Fargo Ahern - Imagine That by Edward Jacobs - ARTICLES: Communists and the ...

Author: Laura R. Micciche

Publisher:

ISBN: 1602357781

Category: Language Arts & Disciplines

Page: 250

View: 856

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CONTENTS OF COMPOSITION STUDIES 43.2 (Fall 2015) - Illustration by Ian Golding - From the Editor - COMPOSING WITH: Composing With Sound by Steph Ceraso and Kati Fargo Ahern - Imagine That by Edward Jacobs - ARTICLES: Communists and the Classroom: Radicals in U.S. Education, 1930-60 by Jonathan Hunt - From Story to Analysis: Reflection and Uptake in the Literacy Narrative Assignment by Kara Poe Alexander - Gloria Anzaldua's Rhetoric of Ambiguity and Antiracist Teaching by Sarah Klotz and Carl Whithaus - An Intimate Discipline? Writing Studies, Undergraduate Majors, and Relational Labor by T J Geiger II - Writing the Personal in an Outcomes-Based World by Elizabeth Kimball, Emily Schnee, and Liesl Schwabe - COURSE DESIGN: Collaborative Course Design in Scientific Writing: Experimentation and Productive Failure by D. Shane Combs, Erin A. Frost, and Michelle F. Eble - Working with Disciplinary Artifacts: An Introductory Writing Studies Course for Writing Majors by Lori Ostergaard - WHERE WE ARE: Undergraduate Writing Majors & Concentrations - Coauthoring the Curriculum: Student Voices and the Writing Major by Erin Bradley, Melissa Davis, Michelle Dierlof, Keith Dmochowski, John Gangi, Laurie Grobman, Kristy Offenback, and Melissa Wilk - Stone Soup: Establishing an HBCU Writing Concentration by Collie Fulford and Aaron Dial - If You Build Online Classes (And Empower Faculty to Teach Them), Non-Traditional Students Will Come: One Student's Journey through the Professional and Technical Writing Program at the University of Arkansas at Little Rock by Heidi Skurat Harris and Wendy McCloud - Looking Into Writing by Cami Sylvia and Michael J. Michaud - The Evolving Identity of an Undergraduate Major in Writing and Linguistics by Barbara Jayne McGaughey, Aleyna Rentz, and Jessica Nastal-Dema - English Majors are Professionals, Too: Liberal Arts and Vocation in the English Writing Major by Michelle Smith and Michelle Costello - Major Affordances: Collaborative Scholarship in a Department of Writing and Rhetoric Studies by Christie Toth, Mitchell Reber, and Aaron Clark - BOOK REVIEWS: Multimodality in Composition, Rhetoric, and English Studies: Praxis and Practicalities (Reviews of Cultivating Ecologies for Digital Media Work, by Catherine C. Braun; Multimodal Composition: A Critical Sourcebook, edited by Claire Lutkewitte; Remixing Composition: A History of Multimodal Writing Pedagogy, by Jason Palmeri), reviewed by Kirsti Cole - Embracing the Challenges of Conventional Practices, Program Inquiry, and New Media in Writing Center Theory and Research (Reviews of Peripheral Visions for Writing Centers, by Jackie Grutsch McKinney; Building Writer Center Assessments that Matter, by Ellen Schendel and William J. Macauley, Jr.; The Routledge Reader on Writing Centers and New Media, edited by Sohui Lee and Russell Carpenter), reviewed by Harry Denny, Cara Messina, and Michael Reich - Christian Rhetorics: Toward a Hopeful Future (Reviews of Mapping Christian Rhetorics: Connecting Conversations, Charting New Territories, edited by Michael-John DePalma and Jeffrey M. Ringer; Renovating Rhetoric in Christian Tradition, edited by Elizabeth Vander Lei, Thomas Amorose, Beth Daniell, and Anne Ruggles Gere), reviewed by T J Geiger II and Melody Pugh - The Open Hand: Arguing as an Art of Peace, by Barry M. Kroll, reviewed by Rachel Griffo - Teaching Arguments: Rhetorical Comprehension, Critique, and Response, by Jennifer Fletcher. reviewed by Glen McClish - Rewriting Success in Rhetoric and Composition Careers, by Amy Goodburn, Donna LeCourt, and Carrie Leverenz, reviewed by Beth L. Hewett - Other People's English: Code-Meshing, Code-Switching, and African-American Literacy, by Vershawn Ashanti Young, Rusty Barrett, Y'Shanda Young-Rivera, and Kim Brian Lovejoy, reviewed by Jenny Krichevsky - Contributors"

The Writing Center Director s Resource Book

In ourage of new media and textual multiplicity, theways in which writers work with sources areconstantly changing. Thus,itis empoweringfor studentstoknow that faculty and staff shareor have shared in someof their struggles,and that ...

Author: Christina Murphy

Publisher: Routledge

ISBN: 9781135600402

Category: Language Arts & Disciplines

Page: 472

View: 470

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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.

Routledge Handbook of New Media in Asia

(2013) In The Wake of Aadhaar: The Digital Ecosystem of Governance in India, Bangalore: Centre for the Study of Culture and Society. Rege, S. (2006) Writing Caste/Writing Gender: Narrating Dalit Women's Testimonios, New Delhi: Zubaan.

Author: Larissa Hjorth

Publisher: Routledge

ISBN: 9781317684985

Category: Social Science

Page: 476

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While a decade ago much of the discussion of new media in Asia was couched in Occidental notions of Asia as a "default setting" for technology in the future, today we are seeing a much more complex picture of contesting new media practices and production. As "new media" becomes increasingly an everyday reality for young and old across Asia through smartphones and associated devices, boundaries between art, new media, and the everyday are transformed. This Handbook addresses the historical, social, cultural, political, philosophical, artistic and economic dimensions of the region’s new media. Through an interdisciplinary revision of both "new media" and "Asia" the contributors provide new insights into the complex and contesting terrains of both notions. The Routledge Handbook of New Media in Asia will be the definitive publication for readers interested in comprehending all the various aspects of new media in Asia. It provides an authoritative, up-to-date, intellectually broad, conceptually cutting-edge guide to the important aspects of new media in the region — as the first point of consultation for researchers, advanced level undergraduate and postgraduate students in fields of new media and Asian studies.

Exploring Composition Studies

Water Drops from Women Writers: A Temperance Reader. Carbondale: Southern Illinois UP ... Charles Bazerman, Ed. New York: Routledge, 2007. 451–70. Print. ... “New Media Matters: Tutoring in the Late Age of Print.” Writing Center Journal ...

Author: Kelly Ritter

Publisher: University Press of Colorado

ISBN: 9780874218831

Category: Language Arts & Disciplines

Page: 300

View: 773

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Kelly Ritter and Paul Kei Matsuda have created an essential introduction to the field of composition studies for graduate students and instructors new to the study of writing. The book offers a careful exploration of this diverse field, focusing specifically on scholarship of writing and composing. Within this territory, the authors draw the boundaries broadly, to include allied sites of research such as professional and technical writing, writing across the curriculum programs, writing centers, and writing program administration. Importantly, they represent composition as a dynamic, eclectic field, influenced by factors both within the academy and without. The editors and their sixteen seasoned contributors have created a comprehensive and thoughtful exploration of composition studies as it stands in the early twenty-first century. Given the rapid growth of this field and the evolution of it research and pedagogical agendas over even the last ten years, this multi-vocal introduction is long overdue.

Readercentric Writing for Digital Media

The new poster should be designed for the more specific audience. Such a poster would be designed to offer hope for an ... the unemployment center in early summer, when so many recent high school graduates will be flooding the market.

Author: David Hailey

Publisher: Routledge

ISBN: 9781351864718

Category: Psychology

Page: 277

View: 455

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This book presents an altogether new approach to writing and evaluating writing in digital media. It suggests that usability theory provides few tools for evaluating content, because usability theory assumes only one kind of writing on the Internet. The author suggests three models: user-centric (usability model), persuasion-centric (encouraging the reader to linger and be persuaded--Canon camera ads), and quality-centric (encouraging the reader to linger and learn or be entertained because of the quality of the writing--NASA.gov and YouTube). Designed for professional writers and writing students, this text provides a rubric for writing in digital media, but more importantly, it provides a rubric and vocabulary for identifying and explaining problems in copy that already exists. The Internet has become a pastiche of cut-and-paste content, often placed by non-writers to fill space for no particular reason or by computers with no oversight from humans (e.g., Amazon.com). Because these snippets are typically on topic (but often for the wrong purpose or audience), professional writers have difficulty identifying the problems and an even harder time explaining them. Finding an effective tool for identifying and explaining problems in digital content becomes a particularly important problem as writers increasingly struggle with growing complications in complex information systems (systems that create and manage their own content with little human intervention). Being able to look at a body of copy and immediately see that it is problematic is an important skill that is lacking in a surprising number of professional writers.