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Author: Dan Melzer Publisher: University Press of Colorado ISBN: 0874219396 Category : Education Languages : en Pages : 157
Book Description
In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments. The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement. Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.
Author: Dan Melzer Publisher: University Press of Colorado ISBN: 0874219396 Category : Education Languages : en Pages : 157
Book Description
In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments. The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement. Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.
Author: Roger Graves Publisher: Trafford Publishing ISBN: 1490784020 Category : Education Languages : en Pages : 155
Book Description
Writing Assignments Across the University Curriculum as a whole asks and answers these questions: What kinds of documents do students write in a wide range of university degree programs in Canada? How do instructors structure those writing assignments? That is, who is the audience for the assignments? Do students get formative feedback as they develop their documents? Do the patterns we found in a small liberal arts college (Graves, Hyland, and Samuels 2010) occur in other kinds of universities? We took our cue from an article by Anson and Dannels (2009) who pointed us toward the idea that students experience a curriculum through their degree progress in an academic program. Consequently, we needed to map the writing assignments according to how different departments organized these degree programs. Results that were organized by curricular unit (departments, faculties or colleges, or programs/units) were more significant than general statistics because students would progress through these courses to a degree. Several chapters in the book describe how this kind of curricular mapping provided a spark for curricular reform in Engineering, Education, and an entire small university. The last two chapters report on the instructors perspective on their assignments: what they were intending to do, and why they both resisted and engaged in curricular discussions.
Author: Mary Soliday Publisher: SIU Press ISBN: 0809386186 Category : Language Arts & Disciplines Languages : en Pages : 178
Book Description
In Everyday Genres: Writing Assignments across the Disciplines, Mary Soliday calls on genre theory- which proposes that writing cannot be separated from social situation-to analyze the common assignments given to writing students in the college classroom, and to investigate how new writers and expert readers respond to a variety of types of coursework in different fields. This in-depth study of writing pedagogy looks at many challenges facing both instructors and students in college composition classes, and offers a thorough and refreshing exploration of writing experience, ability, and rhetorical situation. Soliday provides an overview of the contemporary theory and research in Writing across the Curriculum programs, focusing specifically on the implementation of the Writing Fellows Program at the City College of New York. Drawing on her direct observations of colleagues and students at the school, she addresses the everyday challenges that novice writers face, such as developing an appropriate "stance" in one's writing, and the intricacies of choosing and developing content. The volume then goes on to address some of the most pressing questions being asked by teachers of composition: To what extent can writing be separated from its situation? How can rhetorical expertise be shared across fields? And to what degree is writing ability local rather than general? Soliday argues that, while writing is closely connected to situation, general rhetorical principles can still be capably applied if those situations are known. The key to improving writing instruction, she maintains, is to construct contexts that expose writers to the social actions that genres perform for readers. Supplementing the author's case study are six appendixes, complete with concrete examples and helpful teaching tools to establish effective classroom practices and exercises in Writing across the Curriculum programs. Packed with useful information and insight, Everyday Genres is an essential volume for both students and teachers seeking to expand their understanding of the nature of writing.
Author: Hilary Nesi Publisher: Cambridge University Press ISBN: 0521767466 Category : Foreign Language Study Languages : en Pages : 313
Book Description
Genres across the Disciplines presents cutting edge, corpus-based research into student writing in higher education. Genres across the Disciplines is essential reading for those involved in syllabus and materials design for the development of writing in higher education, as well as for those investigating EAP. The book explores creativity and the use of metaphor as students work towards becoming experts in the genres of their discipline. Grounded in the British Academic Written English (BAWE) corpus, the text is rich with authentic examples of assignment tasks, macrostructures, concordances and keywords. Also available separately as a paperback.
Author: Marilee Brooks-Gillies Publisher: ISBN: 9781646420223 Category : Languages : en Pages : 200
Book Description
In Graduate Writing Across the Disciplines, the editors and their colleagues argue that graduate education must include a wide range of writing support designed to identify writers' needs, teach writers through direct instruction, and support writers through programs such as writing centers, writing camps, and writing groups. The chapters in this collection demonstrate that attending to the needs of graduate writers requires multiple approaches and thoughtful attention to the distinctive contexts and resources of individual universities while remaining mindful of research on and across similar programs at other universities.
Author: Chris Thaiss Publisher: Parlor Press LLC ISBN: 160235345X Category : Language Arts & Disciplines Languages : en Pages : 540
Book Description
WRITING PROGRAMS WORLDWIDE offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.
Author: Patrick Bahls Publisher: John Wiley & Sons ISBN: 1118205820 Category : Education Languages : en Pages : 192
Book Description
Designing interesting problems and writing assignments is one of the chief tasks of all teachers, but it can be especially challenging to translate and apply learning theory, good teaching techniques, and writing assignments into STEM and other quantitative disciplines. Student Writing in the Quantitative Disciplines offers instructors in math-based disciplines meaningful approaches to making their coursework richer and more relevant for their students, as well as satisfying institutional imperatives for writing curricula. This important resource provides instructors with the hands-on skills needed to guide their students in writing well in quantitative courses at all levels of the college curriculum and to promote students' general cognitive and intellectual growth. Comprehensive in scope, the book includes: Ideas for using writing as a means of learning mathematical concepts Illustrative examples of effective writing activities and assignments in a number of different genres Assessment criteria and effective strategies for responding to students' writing Examples of ways to help students engage in peer review, revision, and resubmission of their written work "Those of us who spend our lives urging faculty in all disciplines to integrate more writing into their courses have wished for the day when someone like Patrick Bahls would step forward with a book like this one." Chris M. Anson, University Distinguished Professor and director, Campus Writing and Speaking Program, North Carolina State University "Written by a mathematician, this readable, theoretically sound book describes practical strategies for teachers in the quantitative sciences to assign and respond to students' writing. It also describes numerous approaches to writing that engage students in disciplinary learning, collaborative discovery, and effective communication." Art Young, Campbell Professor of English emeritus, Clemson University "Loaded with practical advice, this timely, important, and engaging book will be an invaluable resource for instructors wishing to bring the benefits of writing-to-learn to the quantitative disciplines. As a mathematician thoroughly grounded in writing-across-the-curriculum scholarship, Bahls brings humor, classroom experience, and pedagogical savvy to a mission he clearly loves improving the quality of student learning in math and science." John C. Bean, professor, Seattle University, and author, Engaging Ideas
Author: Dan Melzer Publisher: University Press of Colorado ISBN: 1492012823 Category : Language Arts & Disciplines Languages : en Pages : 157
Book Description
In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments. The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement. Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.
Author: Christine Hardy Publisher: Emerald Group Publishing ISBN: 178052546X Category : Education Languages : en Pages : 254
Book Description
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.
Author: Dan Melzer
Author: Dan Melzer
Author: Roger Graves
Author: Mary Soliday
Author: Hilary Nesi
Author: Marilee Brooks-Gillies
Author: William Zinsser
Author: Chris Thaiss
Author: Patrick Bahls
Author: Dan Melzer
Author: Christine Hardy