Compositionists cannot claim to help our students develop the skills and mentalities needed for meaningful civic participation, a goal often strived for by rhetoric and composition programs, if we do not teach them to understand and engage the complexity of scientific discourse.
Southern Illinois University Press, Peter, "Sounder Thinking through Clearer Writing. He bases his argument in principles from classical rhetoric and illustrates it with examples from his students.
The final section examines the epistemological and ideological aspects of the disciplines and implications for writing, teaching and learning. Extensive resources are available for instructors and are organized by discipline or by focus area.
Communities of Teaching and the Ethos of Curricular Leadership.
Gratz argues that the quality of biology lab reports can be improved by choosing models of scientific writing from professional journals for the students to analyze.
He concludes that the accounts of the advancements of learning in science should be judged upon criteria drawn from more traditionally literary endeavors. Harper and Row, Moss and Holder argue for a collaborative approach to student writing within the disciplines.
This suggests that the rhetorical landscape is becoming more complex and interesting, as well as more responsive to life in the complex, differentiated societies that have emerged in the last few centuries.
Writing in the Disciplines: Zerbe argues that scientific discourse is the major discourse of our time. This suggests that the rhetorical landscape is becoming more complex and interesting, as well as more responsive to life in the complex, differentiated societies that have emerged in the last few centuries.
They interview students from across disciplines as well and find that students go through three stages as writers: In the Long Run: Teaching Writing as Reflective Practice. He concludes that the accounts of the advancements of learning in science should be judged upon criteria drawn from more traditionally literary endeavors.
The book contains chapters on what biologists write about, an annotated list of key principles of science writing, advice on reading and note-taking, and writing lab reports, essays and term papers, research proposals, summaries, letters of application, and several chapters on revision strategies.
A two-sentence description follows each entry. Moreover, writing should be considered a vital way of doing that is best conceptualized and taught by experts in the discipline. Direct from the Disciplines: Fil Dowling, and Jean McMahon.
Brenson, Sarah and Glenda S. Fil Dowling, and Jean McMahon. Sargent recounts her experience using peer response activities to help students in various literature courses engage more productively with difficult course readings in order to illustrate how peer response to low stakes writing in any course can become a productive way to manage the time it takes for a professor to respond regularly to writing assignments, as well as a useful framework for helping students learn from one another as they wrestle with complex course concepts.
Roost offers examples of both "low stakes" and "high stakes" assignments along with ideas including peer review groups and cover letters from the writer for making grading and responding to student writing manageable.
The final chapter about pedagogical implications recommends ways to facilitate students" development into the third stage, and includes suggestions for faculty across the disciplines, composition program administrators and faculty development programs.
The authors offer specific examples. Moss, Andrew and Carol Holder.
Specifically concerning writing, Light notes that student respondents reported wanting more discipline-specific writing instruction in their upper division courses and students reported that writing instruction was most effective when writing was incorporated throughout the semester in their courses.
WAC for the New Millennium: Writing in the Academic Disciplines: The intention was to allow students to write for their colleagues and draw upon the subject matter of the biology class while permitting both courses to focus on their core content as much as possible. Thaiss, Chris and Terry Myers Zawacki.
Writing and Reading Across the Curriculum. The second part of the book outlines 3 major approaches to theory and research in WAC: The authors reflect on the benefits and limitations of such a course and offer suggestions for faculty interested in developing similar courses.Discipline-focused Writing Across the Curriculum Resources.
Biology, Chemistry, and Physics. Three Examples of Academic Discourse.” Landmark Essays in Writing Across the Curriculum.
Ed. Charles Bazerman and David Russell. Mahwah, NJ: Erlbaum, Landmark Essays on Writing Across the Curriculum Edited by Charles Bazerman and David Russell Hermagoras Press I. American Origins of the Writing-across.
stands as a sort of charter document for the writing to learn move-ment. Because writing is neurophysiologically integrative, connective, active, and available for immediate visual review, speculated Emig, it 60 Reference Guide to Writing Across the Curriculum writing tasks were useful devices to create sufficiently challenges to.
Landmark Essays on Writing Across the Curriculum by Charles Bazerman,available at Book Depository with free delivery worldwide. 58 Reference Guide to Writing Across the Curriculum and psychological utility of writing in learning settings (Britton, et al.
), and by emphasizing the powerful ways in which language. It includes resources for teachers as well as guide sheets and activities for student writers.
first part of the book is an overview of key terms and historical moments relevant to the Writing Across the Curriculum movement. Bazerman defines the difference b/w WAC and WID in terms of literacies, pedagogies and curricular initiatives.Download