Demythologizing language differences in the academy :establishing discipline-based writing programs
- 作者: Waldo, Mark L.
- 出版: Mahwah, N.J. : Lawrence Erlbaum Associates 2004.
- 稽核項: 1 online resource (xi, 210 pages).
- 標題: Academic writing , LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. , Interdisciplinary approach in education. , Terminology. , RhetoricStudy and teaching. , Learning and scholarship , English language Rhetoric -- Study and teaching. , REFERENCE , Writing Skills. , Electronic book. , Language and education. , LANGUAGE ARTS & DISCIPLINES , English language , LANGUAGE ARTS & DISCIPLINES Rhetoric. , Electronic books. , Learning and scholarship. , Composition & Creative Writing. , Study and teaching (Higher) , REFERENCE Writing Skills. , Academic writing Study and teaching (Higher) , Rhetoric. , Learning and scholarship Terminology.
- ISBN: 0805847367 , 9780805847369
- ISBN: 0805847359 , 0805847367
- 試查全文@TNUA:
- 附註: Includes bibliographical references (pages 197-201) and index. Chapter Introduction: How Universities Are Towers of Babel and How They Are Not -- chapter 1 First-Year English, Graduate Programs in Composition Studies, and Writing Across the Curriculum: In the Tower Wobbling -- chapter 2 Saving Wordsworth's Poet -- chapter 3 Wordsworth's Poet Conducts WAC Workshops, or the Influence of Writing to Learn on the Cross-Curricular Writing Enterprise -- chapter 4 WAC Administration Reduced to English-Only, Writing-Intensive, or Discipline-Based Models -- chapter 5 Still the Last Best Place for Writing Across the Curriculum: The Writing Center -- chapter 6 Workshops for Designing Assignments and Grading Writing Across the Curriculum: A Difference-Based Approach -- chapter 7 Assessing Student Writing Within the Disciplines -- chapter 8 Specialization, Stewardship, and WAC: An Essential Partnership.
- 摘要: In this volume, Mark Waldo argues that writing across the curriculum (WAC) programs should be housed in writing centers and explains an innovative approach to enhancing their effectiveness: focus WAC on the writing agendas of the disciplines. He asserts that WAC operation should reflect an academy characterized by multiple language communities--each with contextualized values, purposes, and forms for writing, and no single community's values superior to another's. Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines inste.
- 電子資源: https://dbs.tnua.edu.tw/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=104202
- 系統號: 005306766
- 資料類型: 電子書
- 讀者標籤: 需登入
- 引用網址: 複製連結
In this volume, Mark Waldo argues that writing across the curriculum (WAC) programs should be housed in writing centers and explains an innovative approach to enhancing their effectiveness: focus WAC on the writing agendas of the disciplines. He asserts that WAC operation should reflect an academy characterized by multiple language communities--each with contextualized values, purposes, and forms for writing, and no single community's values superior to another's. Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines instead of writing to learn, Waldo proposes: *housing WAC in comprehensive writing centers independent of any other department; *using dialogue and inquiry rather than prescriptive techniques in the WAC program's interaction with faculty in other disciplines; and *phasing out writing assessment that depends on one test measuring the writing abilities of students from all disciplines. In the process of making his case, Waldo discusses tutor training, faculty consultancy, and multilayered assessment programs. In addition to presenting the theoretical and practical advantages of discipline-based WAC programs, he also offers clear and compelling evidence from his own institution that supports the success of this approach to writing instruction. Demythologizing Language Difference in the Academy: Establishing Discipline-Based Writing Programs will be of interest to writing program and WAC administrators; writing center administrators; graduate students studying composition; and educators and graduate students involved in WAC initiatives, research, and study.
來源: Google Book
來源: Google Book
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