The Practices & Possibilities Series addresses the full range of practices within the field of writing studies, including instructional practices, research methodologies, and professional practices. The books in this series explore issues and ideas of interest to writers, teachers, researchers, and theorists who share an interest in improving existing practices and exploring new possibilities. The series includes both original and, particularly in the case of its open-access textbooks, republished books. Works in the series are organized topically.
By Ryan J. Dippre
Talk, Tools, and Texts tackles a perplexing issue: how can we envision writing as developing throughout a lifetime, from the first purposeful marks made on paper to the last? How can we make accounts of writing development that keep the complexity of our lives in mind while also providing useful insight to researchers, teachers, and writers? Drawing on eleven accounts of writers at different points in the lifespan (ages 12 to 80) and in different social circumstances, Talk, Tools, and Texts constructs a “logic-in-use” for following writers and their writing development at a variety of points in the lifespan..... More
By Cheryl Geisler and Jason Swarts
Coding Streams of Language is a systematic and practical research guide to coding verbal data in all its forms—written texts and oral talk, in print or online, gathered through surveys and interviews, database searches, or audio or video recordings. The thoughtful, detailed advice found in this book will help readers carry out analyses of language that are both systematic and complex. Situating themselves in the relatively new line of mixed methods research, the authors provide guidance on combining context-based inquiry with quantitative tools for examining big picture patterns that acknowledges the complexity of language use.... More
By Aimée Knight
How can we design for equity and justice in our community partnerships? This field guide offers a vision for enacting social justice with community partners. Working from a community’s resources and strengths toward the goal of building its internal capacity, this book considers how actions such as grassroots activism, decolonization efforts, co-resistance movements, and social change initiatives can support reciprocity and mutuality. Community is the Way provides examples of concrete, situated action grounded in disciplinary knowledge and extensive fieldwork.... More
Edited by Patricia Freitag Ericsson
This collective project provides vital groundwork for understanding sexual harassment as well as encouraging the difficult conversations that are steps to awareness, action, and prevention. The project mandates a heightened consciousness of sexual harassment in American culture and underscores the profound commitment to cultural change necessary to eradicate this toxic social issue. Focusing on writing studies but applicable to other areas of higher education, the authors provide history, definitional backgrounds, best-practice approaches to prevention, scenarios for anti-sexual harassment training, and an extensive bibliography.... More
By Patricia A. Dunn
In the first comprehensive study to connect composition and learning disabilities, Patricia Dunn both challenges and confirms what many believe about writing. Learning Re-Abled,republished on the Clearinghouse with the permission of its author, examines the many issues that contribute to the learning disability controversy and provides historical perspectives on LD and composition, showing how the two fields complement and conflict with each other. She discusses the disagreements surrounding different educational approaches and makes sense of the claims and counterclaims of the experts .... More
Edited by Jessie Borgman and Casey McArdle
By focusing on being Personal, Accessible, Responsive, and Strategic (PARS), this book explores the complexities and anxieties associated with online writing instruction (OWI). The PARS approach is an innovative way to self support your own online writing instruction and/or provide support for your OWI faculty. This collection offers extensive examples of how to create personal assignments, syllabi, and learning spaces that connect with students while teaching you how to be accessible and craft accessible documents and spaces.... More
Edited by Mary Ann Dellinger and D. Alexis Hart
This edited collection offers a comprehensive examination of best practices in creating, implementing, and assessing an ePortfolio program. Contributors to the volume (ePortfolio practitioner/scholars from four continents) share triumphs and lessons learned from a first-person perspective. Designed as a go-to resource for ePortfolio novices, seasoned practitioners, and curious explorers alike, ePortfolios@edu allows readers to close the book and immediately apply whatever information they found most appropriate for their course, program, and/or institution.... More
Edited by Jo-Anne Kerr and Ann N. Amicucci
The central value of first-year composition is often questioned, typically accompanied by characterizations of FYC as a “service” course. This collection counters those perceptions, sharing with readers a new FYC story, one that demonstrates a new “service” that the course provides to first-year students, a service that accommodates the realities of writing—that it is never just writing and that the writing process entails much more than plugging in the “right” words (that mean the same to everyone) in predetermined forms.... More
By Jessie Borgman and Casey McArdle
Drawing on their novel PARS framework, Jessie Borgman and Casey McArdle explore the complexities and anxieties associated with online writing instruction. PARS offers an innovative way to support your own online instructional efforts as well as those of faculty members in programs that offer online writing instruction. Borgman and McArdle offer extensive examples of how to create assignments, syllabi, and accessible, productive learning spaces.... More
Edited by Lillian Craton, Renée Love, and Sean Barnette
Teachers of first-year composition courses do essential work. Teaching argumentation and conventions of university-level writing; demystifying citation and punctuation; promoting reading comprehension and analysis. Yet such skills, as important as they are, do not reflect the full scope of our discipline. Some of the best learning in composition coursework relates to students' growth as successful individuals able to live and write in a complex world.... More
By Adam Mackie
Adam Mackie's New Literacies Dictionary: Primer for the Twenty-first Century Learner is addressed to twenty-first century teachers and twenty-first century learners. The hyperlinked entries are a resource, a reference, and a tool for those interested in teaching lessons in new literacies or for those seeking ideas, samples, discussions, and reflections on digital and multimodal texts.... More
Collected by Richard E. Young
In 1984, with funding from the Buhl Foundation, Richard Young and Joann Sipple conducted a series of writing-across-the-curriculum workshops with the faculty of Robert Morris College in Pittsburgh. This collection offers more than 150 activities that can be used to conduct writing-to-learn activities in courses across the curriculum .... More
By Joseph M. Williams
Willias writes, "For well more than a decade now, researchers have been reporting how in the act of drafting we recognize and solve rhetorical problems—how we evaluate and synthesize sources, set local rhetorical goals, then seek to achieve them. But if the literature on solving such problems is thick, our understanding of how we articulate the substantive problem that occasions our efforts to solve them is quite thin." In this monograph, Joseph M. Williams considers this issue with all the care that characterized the work produced in his long career.... More
By Jennifer Clary-Lemon, Derek Mueller, and Kate Pantelides
Try This explores interdisciplinary research methods employed in research in writing studies but rarely drawn upon in undergraduate courses. This shifts writing instruction from a model of knowledge delivery and solitary research to a pedagogy of knowledge-making and an acknowledgment of research writing as collective, overlapping, and distributed. Each chapter is organized around methods to approach a particular kind of primary data—texts, artifacts, places, and images.... More
By Ellen C. Carillo
By offering instruction in both reading and writing, A Writer's Guide to Mindful Reading provides a comprehensive approach to literacy instruction within a metacognitive framework to foster the transfer of learning.... More
Note: The following republished books have been made available with the permission of their authors.
By Charles Bazerman
Involved: Writing for College, Writing for Your Self helps students to understand their college experience as a way of advancing their own personal concerns and to draw substance from their reading and writing assignments. This edition of the book has been adapted from the print edition, published in 1997 by Houghton Mifflin. Copyrighted materials—primarily images and examples within the text—have been removed from this edition.... More
By Charles Bazerman
Adapted by Mark Haas for presentation on this site.
The Informed Writer, offered here in its fifth edition, addresses a wide range of writing activities and genres, from summarizing and responding to sources to writing the research paper and writing about literature. This edition of the book has been adapted from the fifth edition, published in 1995 by Houghton Mifflin. Copyrighted materials—primarily examples within the text—have been removed from this edition. ... More
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The Practices & Possibilities series offers books in free digital editions and low-cost print editions. Books are offered through a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. Copyright is held by the author(s) or editor(s) of the books. The publishers cover the costs of reviewing, designing, producing, and distributing the books. Any proceeds from sales of print books in the series are used to support the publication of subsequent books. Our goal is to make work available to the widest possible audience while maintaining the highest standards in scholarly publishing. We welcome contributions to the series and to the larger goal of supporting open-access scholarly publishing. If you have questions about the goals of the larger WAC Clearinghouse project, please contact Mike Palmquist at Mike.Palmquist@ColoState.edu.