Utah State University Press
Permanent URI for this collectionhttps://hdl.handle.net/10217/169837
Browse
Browsing Utah State University Press by Subject "Academic writing -- Study and teaching"
Now showing 1 - 7 of 7
- Results Per Page
- Sort Options
Item Restricted Composition, rhetoric, and disciplinarity(Colorado State University. Libraries, 2018) Malenczyk, Rita, editor; Miller-Cochran, Susan, editor; Wardle, Elizabeth, editor; Yancey, Kathleen Blake, editor; Utah State University Press, publisherAs a discipline can rhetoric and composition continue its historical commitment to pedagogy without sacrificing equal attention to other areas, such as research and theory? Contributors address disagreements about what it means to be called a discipline rather than a profession or a field.--Provided by publisher.Item Restricted Genre across the curriculum(Colorado State University. Libraries, 2005) Herrington, Anne, editor; Moran, Charles, editor; Utah State University Press, publisherGenre across the Curriculum will function as a ''good'' textbook, one not for the student, but for the teacher, and one with an eye on the context of writing. Here you will find models of practice, descriptions written by teachers who have integrated the teaching of genre into their pedagogy in ways that both support and empower the student writer.Item Restricted Naming what we know: threshold concepts of writing studies(Colorado State University. Libraries, 2015) Adler-Kassner, Linda, author; Wardle, Elizabeth, author; Utah State University Press, publisherNaming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of threshold concepts"--concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field's most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites--first-year writing programs, WAC/WID programs, writing centers, writing majors--and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.--Provided by publisher.Item Restricted Rewriting: how to do things with texts(Colorado State University. Libraries, 2017) Harris, Joseph, author; Utah State University Press, publisher2nd edition. Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding and to think of intellectual writing as an adaptive and social activity, with a clear set of strategies--a set of moves--for participating.--Provided by publisher.Item Restricted Self+culture+writing: autoethnography for/as writing studies(Colorado State University. Libraries, 2021) Jackson, Rebecca L., editor; Grutsch McKinney, Jackie, editor; Utah State University Press, publisherLiterally translated as "self-culture-writing," autoethnography-as process and product-holds promise for scholars and researchers who describe, understand, analyze, and critique the ways which selves, cultures, writing, and representation intersect. The possibility of autoethnography as a viable methodological approach to provide ways of understanding, crafting, and teaching autoethnography.--Provided by publisher.Item Restricted Standing at the threshold: working through liminality in the composition and rhetoric TAship(Colorado State University. Libraries, 2021) Macauley, William J., Jr., editor; Anglesey, Leslie R., editor; Edwards, Brady, editor; Lambrecht, Kathryn M., editor; Lovas, Phillip, editor; Utah State University Press, publisherArticulates identity and role dissonances experienced by composition and rhetoric teaching assistants and reimagines the TAship within a larger professional development process. Current researchers and scholars have not fully explored the liminality of the profession's traditional path to credentialing.--Provided by publisher.Item Restricted Talking back: senior scholars and their colleagues deliberate the past, present, and future of writing studies(Colorado State University. Libraries, 2020) Elliot, Norbert, editor; Horning, Alice S., editor; Utah State University Press, publisherPrestigious writing studies scholars deliberate on intellectual traditions, current practices, and directions for the future. Mid-career scholars react to each chapter with a thoughtful and measured response. Authors have three common experiences: responsibility for advancing a profession, research dedicated to advancing opportunities, and a sense of humility.--Provided by publisher.