Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum
IWAC at 25
Published on 7. September 2020
Book
Paperback/Softback
368 pages
978-1-64642-023-0 (ISBN)
Description
Developed from presentations at the 2018 International Writing Across the Curriculum conference, this collection documents a key moment in the history of WAC, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges. Contributors reflect on the history and ongoing evolution of WAC, honoring grassroots efforts while establishing a more unified structure of collaborative leadership and mentorship. The chapters in this collection offer a rich variety of practices, pedagogies, mindsets, and methodologies for readers who are invested in using writing in a wide range of institutional and disciplinary contexts. Boldly engaging such pressing topics as translingualism, anti-racism, emotional labor, and learning analytics, the eighteen chapters collected here testify to WAC's durability, persistence, and resilience in an ever-changing educational landscape.
More details
Language
English
Place of publication
Colorado
United States
Target group
Professional and scholarly
Interest Age: From 18 to 99 years
Product notice
Paperback (trade)
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 19 mm
Weight
493 gr
ISBN-13
978-1-64642-023-0 (9781646420230)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Lesley Erin Bartlett is assistant professor of English at Iowa State University. Her scholarship and teaching focus on composition theories and pedagogies, feminist rhetorics, and rhetorical performance. Her work has appeared in English Leadership Quarterly (ELQ), Feminist Teacher, International Journal of ePortfolio (IJeP), Journal of the Assembly for Expanded Perspectives on Learning (JAEPL), Journal of Interactive Technology and Pedagogy (JITP), and Teaching/Writing: the Journal of Writing Teacher Education.
Sandra L. Tarabochia is associate professor English at the University of Oklahoma. Her scholarship lives at the intersection of writing, teaching and learning. She published her first book, Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work, in 2017 as part of NCTE's Studies in Writing and Rhetoric Series. Her scholarship has appeared in WPA: Writing Program Administration, Across the Disciplines, WAC Journal, Composition Forum, and Writing & Pedagogy. Her current research blends social science and humanities methods of interpretation and representation to investigate faculty writers' "trajectories of becoming."
Andrea R. Olinger is assistant professor of English and director of composition at the University of Louisville. Her scholarship has advanced a sociocultural approach to the study of disciplinary writing styles, explored the role of the body in writers' talk and interaction about or during writing, and investigated a range of methods for teaching writing and language. She has published articles in Research in the Teaching of English, Rhetoric Review, Teaching English in the Two-Year College, Writing & Pedagogy, Linguistics and Education, and The Canadian Journal for Studies in Discourse and Writing/Redactologie and a book chapter in Retheorizing Literacy Practices: Complex Social and Cultural Contexts.
Margaret J. Marshall served as the inaugural director of university writing at Auburn Writing from 2010-2019. Previously she was the director of first-year composition at the University of Miami, director of the writing center and associate director of the Reinvention Center at the University of Pittsburgh. Marshall is the author of Contesting Cultural Rhetorics: Public Discourse and Education, 1890-1900, Response to Reform: Composition and the Professionalization of Teaching, and Composing Inquiry: Methods and Readings for Investigation and Writing as well as numerous articles and chapters in edited collections.
Sandra L. Tarabochia is associate professor English at the University of Oklahoma. Her scholarship lives at the intersection of writing, teaching and learning. She published her first book, Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work, in 2017 as part of NCTE's Studies in Writing and Rhetoric Series. Her scholarship has appeared in WPA: Writing Program Administration, Across the Disciplines, WAC Journal, Composition Forum, and Writing & Pedagogy. Her current research blends social science and humanities methods of interpretation and representation to investigate faculty writers' "trajectories of becoming."
Andrea R. Olinger is assistant professor of English and director of composition at the University of Louisville. Her scholarship has advanced a sociocultural approach to the study of disciplinary writing styles, explored the role of the body in writers' talk and interaction about or during writing, and investigated a range of methods for teaching writing and language. She has published articles in Research in the Teaching of English, Rhetoric Review, Teaching English in the Two-Year College, Writing & Pedagogy, Linguistics and Education, and The Canadian Journal for Studies in Discourse and Writing/Redactologie and a book chapter in Retheorizing Literacy Practices: Complex Social and Cultural Contexts.
Margaret J. Marshall served as the inaugural director of university writing at Auburn Writing from 2010-2019. Previously she was the director of first-year composition at the University of Miami, director of the writing center and associate director of the Reinvention Center at the University of Pittsburgh. Marshall is the author of Contesting Cultural Rhetorics: Public Discourse and Education, 1890-1900, Response to Reform: Composition and the Professionalization of Teaching, and Composing Inquiry: Methods and Readings for Investigation and Writing as well as numerous articles and chapters in edited collections.