Reference guide to writing across the curriculum research
McLeod, Susan, and Margot Soven, eds. Includes information on developing writing and communication learning objectives i.
Bob, a department chair of the economics department, comes to Sherry, the director of the Office of Campus Writing, arguing the purpose a first-year writing class should be to teach students how to construct arguments based on a synthesis of other literary texts.
For example, a professor in computer science shows how he teaches the basic structure of computer programming by showing how similar writing code can be to organization in standard writing.
Landmark Essays on Writing across the Curriculum.
Westport, Conn. We also have learned much about how to grow and run successful WAC programs in different campus cultures.
Light, Richard J. Compositionists cannot claim to help our students develop the skills and mentalities needed for meaningful civic participation, a goal often strived for by rhetoric and composition programs, if we do not teach them to understand and engage the complexity of scientific discourse.
Bazerman writing to learn
Bazerman, in "From Cultural Criticism to Disciplinary Participation: Living with Powerful Words" argues that we must make visible the historical, shifting, multivoiced make up of the disciplines so students see the social consequences of their work in these disciplines. Orr, John C. The authors reflect on the benefits and limitations of such a course and offer suggestions for faculty interested in developing similar courses. Her findings suggest that first-year writing courses are useful, but not sufficient, in terms of supporting students" development as writers. Bean, John C. Thaiss and Zawacki conduct a study at George Mason in which they interview professors from a variety of disciplines about how they write, how they teach writing and how they think about "alternative discourses," defined either as resistance against disciplinary norms or as alternate but acceptable forms. Young elaborates on the pedagogical purposes of writing to learn and writing to communicate, offering teaching strategies and classroom activities for each. Cambridge: Harvard UP, In this longitudinal study of student writing, Sternglass examines the multiple facets of inquiry involved with students learning to write. Divided into four sections, the book can be read linearly from front to back or can be easily searched depending on the needs of the reader.
Moss and Holder argue for a collaborative approach to student writing within the disciplines. In higher education, students often do not see the personal or professional relevance of the goals of writing in disciplinary courses.
Reference guides to rhetoric and composition
Furthermore, they argue students continue to develop as writers throughout their academic careers when writing is infused into the currriculum and therefore writing should be a part of courses across the disciplines. The second part of the book outlines 3 major approaches to theory and research in WAC: classroom writing practices, writing to learn, and rhetoric of inquiry. Zerbe argues that scientific discourse is the major discourse of our time. Light, Richard J. In this longitudinal study of student writing, Sternglass examines the multiple facets of inquiry involved with students learning to write. This text, designed primarily for students writing research papers in a variety of disciplines, gives a number of helpful examples of successful research papers that highlight the differences in conventions for each field of study. Positioning teachers in all disciplines as coaches of writing, Walvoord describes ways to make writing meaningful to the course and discipline-specific subject matter; how to respond to student writing and guide students to respond to their own and their peers" writing; how to address particular challenges students face as writers; and how to help students become better writers while using writing to learn in all disciplines 5. Cohen argues faculty and administrators must work together from within existing disciplinary structures to develop shared goals for teaching students not only to use disciplinary discourses, but to critique them as well. Researching and Writing: Across the Curriculum. The collection functions as a useful tool for teachers and researchers across disciplines to identify disciplinary practices and read across these practices in order to come to a deeper understanding of how language is valued and used in the disciplines. Her findings suggest that first-year writing courses are useful, but not sufficient, in terms of supporting students" development as writers. Roost, Alisa.
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