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| reference guide to writing across the curriculum: Reference Guide to Writing Across the Curriculum Charles Bazerman, Joseph Little, 2005-07-04 This reference guide traces the writing across the curriculum movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education. |
| reference guide to writing across the curriculum: Reference Guide to Writing Across the Curriculum Charles Bazerman, 2005 This reference guide traces the Writing Across the Curriculum movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education. |
| reference guide to writing across the curriculum: Write Now & Write On, Grades 6-12 Rebecca G. Harper, 2021-08-04 From social media to school success—take student writing to the next level! Your students may not realize it, but they’re already writers. All those informal text messages, Instagram captions, and Facebook posts have given them skills they can use as a springboard to the formal, content-specific writing they’ll need for success in school, college, and careers. The key, of course, is practice—plus a little guidance from you. And you’ll be ready, no matter what subject you teach, because this essential reference is packed with relevant, contemporary teaching strategies that are easily customizable to work across content areas. Inside, you’ll find: Engaging exercises based in the kinds of writing students already do Versatile parachute writings—quick bursts of practice to drop into a day’s lesson Strategies for introducing academic vocabulary and making it stick Skill-boosting strategies for successful summarizing and using textual evidence Variations specific to all disciplines and content areas Students should be writing daily, in all their classes, and they should be writing a lot, both inside and outside school. With this practical guide, you’ll be ready to help them up their writing game—and make literacy relevant, valuable, and authentic. |
| reference guide to writing across the curriculum: Information Literacy Barbara J. D'Angelo, Sandra Jamieson, Barry M. Maid, Janice R. Walker, 2017 Bringing together scholarship and pedagogy from a multiple of perspectives and disciplines to provide a broader and more complex understanding of information literacy and suggests ways that teaching and library faculty can work together to respond to the rapidly changing and dynamic information landscape--Provided by publisher. |
| reference guide to writing across the curriculum: Inviting Writing Adam Bushnell, David Waugh, 2017-02-27 With recent research findings by The National Literacy Trust indicating that 1 in 2 children enjoy writing, should primary school teachers be using it more? There are opportunities for teaching and learning writing in all subjects and all lessons. Inviting Writing supports you to find these opportunities and to plan, assess and develop children’s writing for a range of purposes in a range of styles. Chapters cover every curriculum subject and explore the unique writing opportunities for each one. It helps you to focus on teaching the skills of composition and on taking writing forward. Examples of good practice are included throughout, alongside suggestions for teaching activities. This book also outlines the many ways in which children′s writing can be evidenced and encourages you to reconsider the ways in which children′s progress in writing can be tracked and captured. This is a practical guide to teaching writing across the curriculum. |
| reference guide to writing across the curriculum: Writing Research Papers Across the Curriculum Susan M. Hubbuch, 1996 Designed as a self-contained guide, this clear and efficient handbook takes students through the steps and strategies of writing research papers in many disciplines. It introduces two documentation styles for the humanities and two for the social and natural sciences, giving instructors tremendous flexibility in adapting the guide to discipline-specific assignments. Set apart by its appreciation of the experiences of real people undertaking research, this substantially revised fourth edition also focuses on the critical thinking processes essential to research and writing. The new edition is written in a personal, sensible first-person voice that speaks directly to students. |
| reference guide to writing across the curriculum: Writing Program Administration Susan H. McLeod, 2007-03-16 This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading. |
| reference guide to writing across the curriculum: Habits of Mind Across the Curriculum Arthur L. Costa, Bena Kallick, 2009 A collection of stories by educators around the world who have implemented the Habits of Mind, behaviors that lead to school success, in their pay to day teaching across the curriculum in K-12 classrooms. |
| reference guide to writing across the curriculum: WAC and Second Language Writers Terry Myers Zawacki, Michelle Cox, 2014-05-14 Editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East. |
| reference guide to writing across the curriculum: Reconnecting Reading and Writing Alice S. Horning, Elizabeth W. Kraemer, 2013-09-06 Reconnecting Reading and Writing explores the ways in which reading can and should have a strong role in the teaching of writing in college. Reconnecting Reading and Writing draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction. |
| reference guide to writing across the curriculum: Basic Writing George Otte, Rebecca Williams Mlynarczyk, 2010-03-15 Framed by historic developments—from the Open Admissions movement of the 1960s and 1970s to the attacks on remediation that intensified in the 1990s and beyond—Basic Writing traces the arc of these large social and cultural forces as they have shaped and reshaped the field. |
| reference guide to writing across the curriculum: The Broadview Pocket Guide to Writing – Fifth Canadian Edition Doug Babington, Corey Frost, Don LePan, Maureen Okun, Nora Ruddock, Karen Weingarten, 2022-11-29 The Broadview Pocket Guide to Writing presents essential material from the full Broadview Guide to Writing. Included are key grammatical points, a glossary of usage, advice on various forms of academic writing, coverage of punctuation and writing mechanics, and helpful advice on how to research academic papers. MLA, APA, and Chicago styles of citation and documentation are covered, and each has been revised to include the latest updates. A companion website provides a wealth of interactive exercises, information on the CSE style of citation and documentation, and much more. |
| reference guide to writing across the curriculum: What Really Matters in Writing Patricia Marr Cunningham, James W. Cunningham, 2010 This new entry in the best selling What Really Matters series turns its trademark essentials and practices treatment on the skill of writing. Pat Cunningham explains how to get students started writing and what to do once they are. Dedicated chapters for spelling, editing, and revising help teachers introduce these skills as critical parts of the writing process. Pat also explains how to extend writing, editing, and revising across the curriculum, to bring the benefits of writing and critical thinking to all content areas. Filled with student examples, sample lessons, and activities, this is one all-around resource no teacher should be without! Written by the authors you know and trust, each of the books in the What Really Matters series offers a succinct presentation of what matters most when teaching different aspects of the reading process. With a thought-provoking, rich presentation, Pat Cunningham and Dick Allington explore complex issues teachers of reading face in today's classrooms and bring each of the topics to life. These brief and inexpensive books are written in a lively narrative with clear organization, exceptional pedagogy, and special features. Their friendly design and compact size make the books accessible, convenient, and easy-to read. |
| reference guide to writing across the curriculum: The Writing Revolution Judith C. Hochman, Natalie Wexler, 2017-07-27 Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content. |
| reference guide to writing across the curriculum: Introducing Writing Across the Curriculum into China Dan Wu, 2012-09-19 Dr. Wu Dan’s Introducing Writing Across the Curriculum into China is an important and provocative research study that is broadly international in scope. Of particular significance for education in China, this book provides a historical analysis of writing instruction in China and an original application of activity theory used to analyze problems and possibilities for Writing Across the Curriculum (WAC) in higher education. Through an examination of important aspects of WAC as it has developed in the United States, Dr. Wu Dan brings together various perspectives in support of developing and sustaining WAC programs in China and by analogy throughout the world. Her work opens new avenues for research in writing and for the teaching of courses throughout the curriculum using a writing-in-the-disciplines approach. A major contribution to international WAC scholarship, Introducing Writing Across the Curriculum into China will be invaluable to English faculty and to all readers interested in educational innovations in China. |
| reference guide to writing across the curriculum: The Essential Guide to Writing History Essays Katherine Pickering Antonova, 2020 The Essential Guide to Writing History Essays is a step-by-step guide to the typical assignments of any undergraduate or master's-level history program in North America. Effective writing is a process of discovery, achieved through the continual act of making choices--what to include or exclude, how to order elements, and which style to choose--each according to the author's goals and the intended audience. The book integrates reading and specialized vocabulary with writing and revision and addresses the evolving nature of digital media while teaching the terms and logic of traditional sources and the reasons for citation as well as the styles. This approach to writing not only helps students produce an effective final product and build from writing simple, short essays to completing a full research thesis, it also teaches students why and how an essay is effective, empowering them to approach new writing challenges with the freedom to find their own voice. |
| reference guide to writing across the curriculum: Writing across Contexts Kathleen Yancey, Liane Robertson, Kara Taczak, 2014-05-15 Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident. A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators. |
| reference guide to writing across the curriculum: Prentice Hall Reference Guide & What Every Student Should Know about Writing Across the Curriculum Package Muriel G. Harris, Professor, Jennifer Kunka, 2014-06-19 0134008030 / 9780134008035 Prentice Hall Reference Guide & What Every Student Should Know About Writing Across the Curriculum Package Package consists of: 0205589138 / 9780205589135 What Every Student Should Know About Writing Across the Curriculum 0321921313 / 9780321921314 Prentice Hall Reference Guide |
| reference guide to writing across the curriculum: Conceptions of Literacy Meaghan Brewer, 2020-05-01 Addressing the often fraught and truncated nature of educating new writing instructors, Conceptions of Literacy proposes a theoretical framework for examining new graduate student instructors’ preexisting attitudes and beliefs about literacy. Based on an empirical study author Meaghan Brewer conducted with graduate students teaching first-year composition for the first time, Conceptions of Literacy draws on narratives, interviews, and classroom observations to describe the conceptions of literacy they have already unknowingly established and how these conceptions impact the way they teach in their own classrooms. Brewer argues that conceptions of literacy undergird the work of writing instructors and that many of the anxieties around composition studies’ disciplinary status are related to the differences perceived between the field’s conceptions of literacy and those of the graduate instructors and adjuncts who teach the majority of composition courses. Conceptions of Literacy makes practical recommendations for how new graduate instructors can begin to perceive and interrogate their conceptions of literacy, which, while influential, are often too personal to recognize. |
| reference guide to writing across the curriculum: Climate Change across the Curriculum Eric J. Fretz, 2015-12-24 In this book, faculty members from a wide range of disciplines reflect on how they engage their academic specializations to teach students about the science, politics, and ethics of climate change. The contributors provide methods, strategies, rationales, and theoretical justifications for teaching climate issues in the university. |
| reference guide to writing across the curriculum: Programs and Practices Pamela B. Childers, Anne Ruggles Gere, Art Young, 1994 In this text, contributors describe and critique various ways that writing across the curriculum (WAC) has been incorporated into schoolwide, districtwide and statewide programmes in the USA. As well as philosophical foundations for WAC, it contains specific classroom applications. |
| reference guide to writing across the curriculum: Argument in Composition John D. Ramage, 2009 ARGUMENT IN COMPOSITION provides access to a wide range of resources that bear on the teaching of writing and argument. The ideas of major theorists of classical and contemporary rhetoric and argument-from Aristotle to Burke, Toulmin, and Perelman-are explained and elaborated, especially as they inform pedagogies of argumentation and composition. John Ramage, Micheal Callaway, Jennifer Clary-Lemon, and Zachary Waggoner present methods of teaching informal fallacies and analyzing propaganda, while also providing a rationale for preferring an argument approach over other available approaches to the teaching of writing. The authors also identify the role of argument in pedagogies that are not overtly called argument, including pedagogies that foreground feminism, liberation, critical cultural studies, writing across the curriculum, genre, service learning, technology, and visual rhetoric. The lists of further reading and the annotated bibliography provide opportunities for learning more about the approaches presented in this indispensable guide. JOHN RAMAGE is Emeritus Professor at Arizona State University and the author of numerous books, including Rhetoric: A User's Guide (2005) and (with John Bean and June Johnson) Writing Arguments. MICHEAL CALLAWAY is Residential Faculty at Mesa Community College in Mesa, Arizona, where he focuses on teaching and developing curriculum for developmental writing courses. ZACHARY WAGGONER teaches courses in rhetoric, composition, videogame theory, and new teaching assistant education at Arizona State University. He is the author of My Avatar, My Self: Identity in Video Role-Playing Games (McFarland, 2009). JENNIFER CLARY-LEMON is Assistant Professor of Rhetoric at the University of Winnipeg. She is co-editor, with Peter Vandenberg and Sue Hum, of Relations, Locations, Positions: Composition Theory for Writing Teachers (NCTE, 2006) and has published work in Composition Studies, American Review of Canadian Studies, and (with Maureen Daly Goggin and Duane Roen) the Handbook of Research on Writing. REFERENCE GUIDES TO RHETORIC AND COMPOSITION, Edited by Charles Bazerman |
| reference guide to writing across the curriculum: Writing Across Distances and Disciplines Joyce Magnotto Neff, Carl Whithaus, 2009-03-04 Writing Across Distances and Disciplines addresses questions that cross borders between onsite, hybrid, and distributed learning environments, between higher education and the workplace, and between distance education and composition pedagogy. This groundbreaking volume raises critical issues, clarifies key terms, reviews history and theory, analyzes current research, reconsiders pedagogy, explores specific applications of WAC and WID in distributed environments, and considers what business and education might teach one another about writing and learning. Exploring the intersection of writing across the curriculum, composition studies, and distance learning , it provides an in-depth look at issues of importance to students, faculty, and administrators regarding the technological future of writing and learning in higher education. |
| reference guide to writing across the curriculum: An Insider's Guide to Academic Writing Susan Miller-Cochran, Roy Stamper, Stacey Cochran, 2018-09-12 Valued for its clear, accessible presentation of disciplinary writing, the first edition of An Insider’s Guide to Academic Writing was celebrated by adopters at two-year and four-year schools alike. With this second edition, the authors build on that proven pedagogy, offering a series of flexible, transferable frameworks and unique Insider’s video interviews with scholars and peers that helps students to adapt to the academic writing tasks of different disciplinary discourse communities - and helps instructors to teach them. New to the second edition is additional foundational support on the writing process, critical reading, and reflection, to give students stronger tools to apply to their disciplinary writing. An Insider’s Guide to Academic Writing is based on the best practices of a first-year composition program that has trained hundreds of teachers who have instructed thousands of students. Use ISBN 978-1-319-05355-0 to get access to the online videos for free with the brief text and ISBN 978-1-319-05354-3 for the version with readings. |
| reference guide to writing across the curriculum: About Writing Robin Jeffrey, 2016 |
| reference guide to writing across the curriculum: Landmark Essays on Writing Program Administration Kelly Ritter, MELISSA IANETTA, 2024-11-01 Leading with the provocative observation that writing programs administration lacks “an established set of texts that provides a baseline of shared knowledge... in which to root our ongoing conversations and with which to welcome newcomers,” Landmark Essays on Writing Program Administration focuses on WPA identity to propose one such grouping of texts. This Landmark volume is the cornerstone resource for new Writing Program Administrators and graduate students seeking an ever-important overview of the literature on Writing Program Administration. Drawing broadly across scholarship in writing programs and writing centers, Ritter and Ianetta work to historicize, theorize, and problematize the ever-shifting answers offered to the question: Who—or what—is a WPA? |
| reference guide to writing across the curriculum: Hearing and Reading, Telling and Writing Sonya Shafer, 2010 |
| reference guide to writing across the curriculum: Student Writing in the Quantitative Disciplines Patrick Bahls, 2012-01-19 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 |
| reference guide to writing across the curriculum: Bibliographic Research in Composition Studies Vicki Byard, 2009-10-02 Bibliographic Research in Composition Studies is a student-friendly guide to how knowledge is constructed and disseminated in composition studies, as well as a thorough handbook on how to conduct bibliographic research in the discipline. Student readers are taught Stephen North's taxonomy of scholarship, empirical research, and practice so that they can better contextualize the sources they read, and they learn the unique ways that some genres of publication function in composition studies. The book also leads students through the entire process of completing a bibliographic assignment. |
| reference guide to writing across the curriculum: Untenured Faculty as Writing Program Administrators Debra Frank Dew, Alice Horning, 2007-08-06 Contributors examine the politics of untenured writing program administrator appointments given the demands of writing program administration, and reconciles the tension between WPA position statements and current institutional practice. |
| reference guide to writing across the curriculum: Argument in Composition John Ramage, Micheal Callaway, 2009-09-14 ARGUMENT IN COMPOSITION provides access to a wide range of resources that bear on the teaching of writing and argument. The ideas of major theorists of classical and contemporary rhetoric and argument-from Aristotle to Burke, Toulmin, and Perelman-are explained and elaborated, especially as they inform pedagogies of argumentation and composition. |
| reference guide to writing across the curriculum: Writing in the Disciplines Mary Deane, Peter O'Neill, 2011-08-23 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. |
| reference guide to writing across the curriculum: A Guide to Composition Pedagogies Gary Tate, Brooke Hessler, Amy Rupiper-Taggart, Kurt Schick, 2014-02 A Guide to Composition Pedagogies is the essential bibliographic guide written for newcomers to the field. This best-selling guide familiarizes writing instructors with the current topography of Composition Studies and directs them to the best books and articles for further exploration. |
| reference guide to writing across the curriculum: A Rhetoric for Writing Program Administrators 2e Rita Malenczyk, 2016-09-01 A Rhetoric for Writing Program Administrators (2nd Edition) presents the major issues and questions in the field of writing program administration. The collection provides aspiring, new, and seasoned WPAs with the theoretical lenses, terminologies, historical contexts, and research they need to understand the nature, history, and complexities of their intellectual and administrative work. |
| reference guide to writing across the curriculum: WAC Partnerships Between Secondary and Postsecondary Institutions Jacob Blumner, Pamela B. Childers, 2016-03-22 Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration. |
| reference guide to writing across the curriculum: Writing-Enriched Curricula Chris M. Anson, Pamela Flash, 2022-05-16 This collection introduces, theorizes, and illustrates the Writing-Enriched Curriculum (WEC), an approach to integrating relevant writing and communication instruction into diverse departmental curricula. The book organizes into three sections: The WEC Approach, which tracks WEC's genesis, theorizes its approach, and explicates the model's component moves; Accounts of Departmentally-Focused Implementation, which provides examples of the model's adaptive implementation in a range of institutional settings (including large research universities and small liberal arts colleges) and departmental contexts (including those in STEM fields, humanities, social sciences, and arts); and Extensions and Contextual Variation, which evidences ways in which WEC extends pre-existing writing initiatives and forges constructive partnerships between idiosyncratic academic departments and programs. Themes taken up in this collection include the transformative potential of engaging academic departments in collectively examining their own tacit and explicit writing values, and ways in which the WEC model's decentralized and iterative processes circumvent factors that have long threatened the sustainability of writing across the curriculum and writing in the disciplines programming-- |
| reference guide to writing across the curriculum: Composing Health Literacies Michael Madson, 2023-03-31 This edited collection examines engagements between health literacies and undergraduate writing instruction, providing research, case studies, and practical guidance on developing an interdisciplinary writing pedagogy. Bringing together works from scholars in rhetoric and composition, technical communication, UX, public health, nursing, and writing center administration, this collection showcases a range of evidence-based practices for composing, teaching, and assessing health literacies, which the readers can apply to their own contexts. Using non-specialist language accessible to instructors from a variety of backgrounds, the chapters consider the use of writing assignments including image analyses, public service announcements, podcasts, health education materials, illness narratives, public presentations, research proposals, and journal articles. The book offers a holistic overview by profiling entire writing programs, both online and face-to-face, that teach health literacies across their curricula. This evidence-based collection is essential reading for scholars and instructors in rhetoric and composition, writing in the health professions, technical communication, and health humanities, and can be used as a supplemental textbook for pedagogy courses in these fields. |
| reference guide to writing across the curriculum: First-Year Composition Deborah Coxwell-Teague, Ronald F. Lunsford, 2014-05-01 First-Year Composition: From Theory to Practice’s combination of theory and practice provides readers an opportunity to hear twelve of the leading theorists in composition studies answer, in their own voices, the key question of what it is they hope to accomplish in a first-year composition course. In addition, these chapters, and the accompanying syllabi, provide rich insights into the classroom practices of these theorists. |
| reference guide to writing across the curriculum: Engaging Ideas John C. Bean, 2011-07-20 Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with genre and discourse community theory, quantitative/scientific literacy, blended and online learning, and other current issues. |
| reference guide to writing across the curriculum: Working with Academic Literacies Theresa Lillis, Kathy Harrington, 2015-11-04 The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. |
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