Writing and Revising the Disciplines

Introduction : The Shapes of Fields JONATHAN MONROE BECAUSE poetry , more than any other genre , has shaped my own disciplinary formation concerning questions of writing , revision , and disciplinarity , and because it has been my ...

Author: Jonathan Monroe

Publisher: Cornell University Press

ISBN: 080148751X

Category: Education

Page: 196

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This book's contributors explore key issues in the current state of their disciplines in light of crucial moments in each discipline's recent or longer-term history.

Writing in the Disciplines

Bean, John C. (2001) Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom ... Monroe, J. (2002) Writing and Revising the Disciplines (Ithaca: Cornell University Press).

Author: Mary Deane

Publisher: Macmillan International Higher Education

ISBN: 9780230345768

Category: Study Aids

Page: 304

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'Writing in the Disciplines' (WiD) is a growing field in which discipline-based academics, writing developers, and learning technologists collaborate to help students succeed as subject specialists. This book places WiD in its theoretical and cultural contexts and reports on initiatives taking place at a range of UK higher education institutions. Also includes surveys of current developments and scholarship in the US, Australia, Europe and elsewhere, making it of interest to both a UK and an international audience.

Revision

In a chapter called “Revising a Writer's Identity,” Welch discusses “revision as strategy for intervening in the meanings and ... Practice in the English Classroom, or Writing and Revising the Disciplines, edited by Jonathan Monroe.

Author: Alice Horning

Publisher: Parlor Press LLC

ISBN: 9781932559774

Category: Reference

Page: 272

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Explores the wide range of scholarship on revision while bringing new light to bear on enduring questions in composition and rhetoric.

Writing in the Disciplines

Building Supportive Cultures for Student Writing in UK Higher Education Christine Hardy, Lisa Clughen ... get the point about the relevance of these skills to their writing and the work of performing them in their writing and revising.

Author: Christine Hardy

Publisher: Emerald Group Publishing

ISBN: 9781780525471

Category: Reference

Page: 281

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This book develops academic writing in higher education. Viewing writing as a complex sociocultural act, it analyses key issues in writing environments and their impact on student writing. Drawing on research, practice and the existing body of knowledge, it also offers practical writing activities that can be used with students in the disciplines.

Writing Against the Curriculum

39. Jonathan Monroe, Writing and Revising the Disciplines (Ithaca, NY: Cornell University Press, 2002), 7. 40. Monroe, Writing, 8. 41. Parker, Joe, "Subjugated Knowledges and Dedisciplinarity in a Cultural Studies Pedagogy," 3. 42.

Author: Randi Gray Kristensen

Publisher: Rowman & Littlefield

ISBN: 0739128000

Category: Education

Page: 235

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Writing against the Curriculum responds to the popularity of Writing Across the Curriculum (WAC) and similar programs in U.S. higher education. Essays by administrators, faculty, and librarians—teaching introductory and advanced writing classes—argue that such classrooms make excellent spaces to question disciplinarity through the study of rhetoric, critical thinking, and curricular flexibility. This intervention in composition and cultural studies discourses enables the activist enactment of cultural studies' theory and addresses the theoretical implications of composition practices.

The Idea of Education

To use a term from a different philosophic position , the students and teachers on the programme produce resistant texts which become part of the discipline's academic discourse . In a memorable book of memoirs , Writing and Revising ...

Author: David Seth Preston

Publisher: Rodopi

ISBN: 9042011467

Category: History

Page: 202

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This book represents a 'position statement' from the intellectually vibrant and challenging debate that emanated from the inaugural conference project launch entitled 'The Idea of Education' held at Mansfield College, Oxford in July 2002. The book conveys a wide spectrum of views about 'the idea of education' in recognition of the fact that 'the idea' is not as straightforward as it may appear on the surface. It seems the universities are not alone in this apparent uncertainty of definition. Further Education seems equally nonplussed as regard its purpose or raison d'être. Furthermore, even for those within the sector, it appears to be a point of much contention as to where Further Education ends and Higher Education begins. The book is divided into three main sections: The Current Structures of Education, Issues within Contemporary Education and The Ambitions of Education. The chapters wrestle, sometimes at variance with each other, with the paradoxes and concerns felt by each writer grappling with the idea of education.

Local Knowledges Local Practices

Writing in the Disciplines at Cornell Jonathan Monroe ... Revising the Disciplines (Cornell University Press, ), the goal of encouraging faculty from a wide range of fields to represent themselves, to speak and write in their ...

Author: Jonathan Monroe

Publisher: University of Pittsburgh Pre

ISBN: 9780822973225

Category: Education

Page: 304

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"After ten years of teaching, one contributor describes the impact her involvement in the writing program had on her career as "a massive paradigm shift: teaching centered not on what I knew, but what somebody else needed to know."

Writing Intensive

Disciplines at Cornell. Pittsburgh: University of Pittsburgh Press. ———. 2002. Writing and Revising the Disciplines. Ithaca: Cornell University Press. Muir, Cam C., Birute M. F. Galdikas, and Andrew T. Beckenbach. 1998.

Author: Wendy Strachan

Publisher: University Press of Colorado

ISBN: 9780874217049

Category: Education

Page: 290

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In one of the few book-length studies of a major post-secondary writing-across-the-curriculum initiative from concept to implementation, Writing-Intensive traces the process of preparation for new writing requirements across the undergraduate curriculum at Simon Fraser University, a mid-sized Canadian research university. As faculty members across campus were selected to pilot writing-intensive courses, and as administrators and committees adjusted the process toward full implementation, planners grounded their pedagogy in genre theory—a new approach for many non-composition faculty. So doing, the initiative aimed to establish a coherent yet rhetorically flexible framework through which students might improve their writing in all disciplines. Wendy Strachan documents this campus cultural transformation, exploring successes and impasses with equal interest. The study identifies factors to be considered to avoid isolating the teaching of writing in writing-intensive courses; to engender a university-wide culture that naturalizes writing as a vital part of learning across all disciplines; and to keep the teaching of writing organic and reflected upon in a scholarly manner across campus. A valuable case history for scholars in writing studies, WAC/WID, and curricular change studies.

Teaching the Discipline of History in an Age of Standards

In J. Monroe (Ed.), Writing and revising the disciplines (pp. 147–180). Ithaca, NY: Cornell University Press. Leavis, F. R. (1975). The living principle: 'English' as a discipline of thought. London: Chatto & Windus. Lee, P. (2004).

Author: Jennifer Clark

Publisher: Springer

ISBN: 9789811300479

Category: Education

Page: 329

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This book discusses the discipline standards of History in Australian universities in order to help historians understand the Threshold Learning Outcomes and to assist in their practical application. It is divided into two sections: The first offers a scholarly exploration of contemporary issues in history teaching, while the second section discusses each of the Threshold Learning Outcomes and provides real-world examples of quality pedagogical practice. Although the book focuses on the discipline of history in Australia, other subjects and other countries are facing the same dilemmas. As such, it includes chapters that address the international context and bring an international perspective to the engagement with discipline standards. The innovation and leadership of this scholarly community represents a new stage in the transformation and renewal of history teaching.

Rewriting Success in Rhetoric and Composition Careers

Finally, collections such as Monroe's Writing and Revising the Disciplines, and Segall and Smart's Direct from the Disciplines: Writing Across the Curriculum consist of essays from disciplinary faculty on teaching writing.

Author: Amy Goodburn

Publisher: Parlor Press LLC

ISBN: 9781602352940

Category: Education

Page: 242

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Rewriting Success in Rhetoric and Composition Careers presents alternative narratives of what constitutes success in the field of rhetoric and composition from those who occupy traditionally undervalued positions in the academy (tribal college, community colleges, postdoctoral tracks), those who have used their PhDs outside of the academy (a law firm, a textbook publisher, a community center), and those who have engaged in professionalization opportunities not typical in the field (research center, a nonprofit humanities organization).

Ecologies of Writing Programs

Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers. ... Langer, Judith A. “Speaking of Knowing: Conceptions of Understanding in Academic Disciplines.” Writing ... Writing and Revising the Disciplines.

Author: Mary Jo Reiff

Publisher: Parlor Press LLC

ISBN: 9781602355132

Category: Language Arts & Disciplines

Page: 416

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Ecologies of Writing Programs: Profiles of Writing Programs in Context features profiles of exemplary and innovative writing programs across varied institutions. Situated within an ecological framework, the book explores the dynamic inter-relationships as well as the complex rhetorical and material conditions that writing programs inhabit—conditions and relationships that are constantly in flux as writing program administrators negotiate constraint and innovation.

Assessing and Improving Student Writing in College

Miller, R. S. “WAC Meets TAC: WebCT Bulletin Boards as a Writing to Learn Technique.” Plymouth State College Journal onWriting Across the Curriculum, 2001,12, 61–70. Monroe, J.(ed.). Writing and Revising the Disciplines.

Author: Barbara E. Walvoord

Publisher: John Wiley & Sons

ISBN: 9781118559185

Category: Education

Page: 144

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Step-by-step guidance for shaping better writers while keeping faculty workloads manageable Effective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently. Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to: Articulate goals for student writing Measure student writing Improve student writing Document that improvement The book begins by addressing four basic concepts: what we mean by writing, what we mean by "good" writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English. The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments. Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.

Writing Design

For a candid account of the difl'iculties of writing about design, see Jeffrey L. Meikle 'Material Virtues: On the Ideal and the Real in ... 1 (April 1997): 22—45; Jan Parker, 'Writing, Revising and Practising the Disciplines: Carnegie, ...

Author: Grace Lees-Maffei

Publisher: Berg

ISBN: 9781847889577

Category: Art

Page: 288

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How do we learn about the objects that surround us? As well as gathering sensory information by viewing and using objects, we also learn about objects through the written and spoken word - from shop labels to friends' recommendations and from magazines to patents. But, even as design commentators have become increasingly preoccupied with issues of mediation, the intersection of design and language remains under-explored.Writing Design provides a unique examination of what is at stake when we convert the material properties of designed goods into verbal or textual description. Issues discussed include the role of text in informing design consumption, designing with and through language, and the challenges and opportunities raised by design without language. Bringing together a wide range of scholars and practitioners, Writing Design reveals the difficulties, ethics and politics of writing about design.

Collaborative Working in Higher Education

It attracted extremely prestigious senior academics (the book Writing and Revising the Disciplines, edited by the director of the institute, makes fascinating reading about how and why they became involved), and the competition from ...

Author: Lorraine Walsh

Publisher: Routledge

ISBN: 9781135215699

Category: Education

Page: 240

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Collaborative working is an increasingly vital part of Higher Education academic life. Traditionally, university culture supported individual research and scholarship. Today, the focus has shifted from the individual to the group or team. Collaborative Working in Higher Education takes the reader on a journey of examination, discussion, and reflection of emerging collaborative practices. The book offers suggestions for developing practice via a broad overview of the key aspects of collaboration and collaborative working, informed by focused case studies and the international perspectives of the contributing authors. The book has three main parts: Part I: Examines the social nature of collaborative working from a practical and critical perspective, focusing on four dimensions of collaborative working: academic practice, professional dialogues, personal and organizational engagement and social structures. It considers organizational models, varied approaches, potential challenges posed by collaborative working, and reflection on the management of collaboration at different stages. Part II: Focuses on the different aspects of collaborative working, building on the dimensions introduced in Part I, and addressing the crossing of boundaries. It looks at different contexts for collaboration (e.g. discipline-based, departmental, institutional and international) using case studies as examples of collaborative strategies in action, providing learning points and recommendations for practical applications. Part III: In addition to considering forms of collaboration for the future, this part of the book engages the reader with a though-provoking round-table discussion that itself embodies an act of collaboration. Collaborative Working in Higher Education is a comprehensive analysis of how collaboration is reforming academic life. It examines the shifts in working practices and reflects on how that shift can be supported and developed to improve practice. Higher Education faculty, administrators, researchers, managers and anyone involved in collaborative working across their institution will find this book a highly useful guide as they embark on their own collaborations.

Teaching Discipline Specific Literacies in Grades 6 12

The writing process is linear in the sense that sentence A must follow sentence B. It is also recursive (writing/revising) in the sense of the five stages in the process that become the focus of writing instruction.

Author: Vicky I. Zygouris-Coe

Publisher: Routledge

ISBN: 9781135102432

Category: Education

Page: 464

View: 172

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Comprehensive, timely, and relevant, this text offers an approach to discipline-specific literacy instruction that is aligned with the Common Core State Standards and the needs of teachers, students, and secondary schools across the nation. It is essential that teachers know how to provide instruction that both develops content and literacy knowledge and skills, and aims at reducing student achievement gaps. Building on the research-supported premise that discipline-specific reading instruction is key to achieving these goals, this text provides practical guidance and strategies for prospective and practicing content area teachers (and other educators) on how to prepare all students to succeed in college and the workforce. Pedagogical features in each chapter engage readers in digging deeper and in applying the ideas and strategies presented in their own contexts: Classroom Life (real 6-12 classroom scenarios and interviews with content-area teachers) Common Core State Standards Connections College, Career, and Workforce Connections Applying Discipline-Specific Literacies Think Like an Expert ("habits of thinking and learning" specific to each discipline) Digital Literacies Differentiating Instruction Reflect and Apply Questions Extending Learning Activities The Companion Website includes: Lesson plan resources Annotated links to video files Annotated links to additional resources and information Glossary/Flashcards For Instructors: All images and figures used in the text provided in an easily downloadable format For Instructors: PowerPoint lecture slides

Occupying Niches Interculturality Cross culturality and Aculturality in Academic Research

Writing and revising the disciplines. Ithaca: Cornell University Press. Monroe, J. (2003). Writing and the disciplines. Peer Review, 6(1), 4–7. North, S. (2005). Different values, different skills? A comparison of essay writing by ...

Author: Andrzej Łyda

Publisher: Springer Science & Business Media

ISBN: 9783319025261

Category: Language Arts & Disciplines

Page: 234

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This book presents a collection of thematically focused articles addressing culture-specific features of academic communication, with a particular focus on communication conducted in English as an Additional Language and directed at multicultural audiences. It comprises papers arranged in four sections: Expert writers, Novice writers and readers, Conference participants, and Non-research academic genres. The book explicitly addresses and is centred upon the concept of a research niche understood as a space to be captured and populated, as a temporary location to move or grow out of in the course of individual professional development from novice to expert, and as a space to consciously reach beyond, delimited by one’s linguistic, cultural, educational, and geopolitical background. Here the niche is approached as a frame of reference for discussion of what is culture-bound, culture-sensitive, and culture-free in the academic community and its practices.

Genre in a Changing World

Writing in the professions. In P. Smagorinsky (Ed.), ... Writing and teaching the disciplines in France: Current conversations and connections. Arts and Humanities in Higher Education, 3, 59-79. ... Writing and revising the disciplines.

Author: Charles Bazerman

Publisher: Parlor Press LLC

ISBN: 9781643170015

Category: Language Arts & Disciplines

Page: 520

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Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions, and educational settings. GENRE IN A CHANGING WORLD provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, and North and South America, were selected from the over 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies) held on the campus of UNISUL in Tubarão, Santa Catarina, Brazil in August 2007—the largest gathering on genre to that date. The chapters also represent a wide variety of approaches, including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work.

Researching Contexts Practices and Pedagogies in English for Academic Purposes

Writing and revising the disciplines. Ithaca: Cornell University Press. Monroe, J. (Ed) (2003). Local knowledges, local practices: Writing in the disciplines at Cornell. Pittsburgh: University of PittsburghPress. Montgomery, C. (2010).

Author: L. Blaj-Ward

Publisher: Springer

ISBN: 9781137331878

Category: Education

Page: 204

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This book is a point of reference for EAP professionals planning to conduct or commission research into learning, teaching, professional development or quality assurance in EAP. It draws on academic and professional debates to inspire further research and practical initiatives to enhance EAP provision.

Writing in the Academic Disciplines

ized discourse of the discipline , students rarely have a chance to develop in a systematic way over their ... by adding or revising writing courses for the junior year , by providing writing - intensive courses or disciplinespecific ...

Author: David R. Russell

Publisher: SIU Press

ISBN: 0809324679

Category: Education

Page: 410

View: 959

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?To understand the ways students learn to write, we must go beyond the small and all too often marginalized component of the curriculum that treats writing explicitly and look at the broader, though largely tacit traditions students encounter in the whole curriculum,” explains David R. Russell, in the introduction to this singular study. The updated edition provides a comprehensive history of writing instruction outside general composition courses in American secondary and higher education, from the founding public secondary schools and research universities in the 1870s, through the spread of the writing-across-the-curriculum movement in the 1980s, through the WAC efforts in contemporary curriculums.