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Edited by Justin Everett and Cristina Hanganu-Bresch
In A Minefield of Dreams: Triumphs and Travails of Independent Writing Programs, Justin Everett and Cristina Hanganu-Bresch highlight both cautionary tales and stories of resounding success that can inspire and provide paths toward addressing the challenges faced by faculty who lead independent writing programs.
By Joanne Addison and Sharon James McGee
In Writing and School Reform, Joanne Addison and Sharon James McGee respond to a testing and accountability movement that has imposed increasingly stronger measures of control over our classrooms, shifted teaching away from best practices, and eroded teacher and student agency. Drawing on historical and empirical research, Writing and School Reform details the origins of the accountability movement, explores its emerging effects on the teaching of writing, and charts a path forward that reasserts the agency of teachers and researchers in the field.
By Asao B. Inoue
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments.
Edited by Beth L. Hewett and Kevin Eric DePew
Foundational Practices of Online Writing Instruction addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. The contributors to this collection explain the foundations of the recently published (2013) "A Position Statement of Principles and Examples Effective Practices for OWI" and provide illustrative practical applications.
Edited by Doreen Starke-Meyerring, Anthony Paré, Natasha Artemeva, Miriam Horne, and Larissa Yousoubova
The editors of Writing in Knowledge Societies provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education.
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