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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Wiki-based Collaborative Creative Writing in the ESL Classroom
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In: Dissertations and Theses (2016)
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Good fences make good neighbors : an ethnographic study of first-year composition and introductory creative writing classrooms
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Rescue from the deep end the case for postgraduate awards in teaching writing /
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In: Williamson, R & Brien, D 2007, 'Rescue from the deep end: the case for postgraduate awards in teaching writing', paper presented at And Is: The 12th annual conference of the Australian Association of Writing Programs, University of Canberra, ACT, 21-23 November. http://aawp.org.au/and-papers-proceedings-12th-conference-aawp (2007)
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The writing consultant across the curriculum as bricoleur: A participant/observer study in WAC.
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Abstract:
Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it. ; 306 p. ; This dissertation is a set of reflections on a formative experience of crossing disciplinary lines as an English Ph.D. student to work as a Writing Consultant Across the Curriculum (WCAC) in the Finance Department of AU (Anywhere University), a large public university. Two fundamental problems are addressed in the dissertation: First, what aspects of rhetorical theory need to inform WAC in order for it to fill the vacuum created by the eclipse of rhetoric in the academy in the nineteenth century? Second, what should be the ethos of the WCAC or the WAC Coordinator in attempting to create a local WAC program?To the first question this study answers, whatever is needed to promote the implementation of a transactional model of writing in the disciplines that is sensitive to audience, purpose, process, context and genre. In order to accomplish this, the WCAC must have at her disposal a number of pieces of traditional and contemporary rhetorical lore. These include the eclipse of rhetoric in the nineteenth century and its revival in the twentieth, a general understanding of shifts in our perception of literacy and the new conception of genres as types of social action operative in every sphere of human endeavor.The WCAC as Bricoleur must also be aware of the shift from universal to local models of writing and rhetoric and this includes an awareness of the idea of discourse communities, an awareness also of the continuing explanatory power of Bitzer's notion of the rhetorical situation, awareness of the WAC/WID tension, and a growing awareness of the rhetoric of the field to which the WCAC is consulting, in this case the rhetoric of finance.To the second question about the ethos of the WAC Coordinator or WCAC, I suggest that the notion of the bricoleur, the flexible putterer and rebounder, best describes the stance of a successful WAC Coordinator or WCAC. The WAC literature is replete with metaphors which suggest that WAC advocates are at war, or evangelists, medical doctors, judge and jury or scientists. The stance of the bricoleur alternatively suggests a flexibility and rhetorical sensitivity to those with whom we work, but recognizes also that at times WAC advocates, like all educational activists, will be fighting, preaching, judging, counseling or teaching student subjects or faculty. WAC, as a national reform movement, has been and continues to be contested in its local manifestations.
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Keyword:
Creative writing Study and teaching (Higher); Economics; Education; English language Rhetoric Study and teaching (Higher); Finance; Higher; Language; Rhetoric and Composition
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URL: http://hdl.handle.net/10843/10829
http://commons.lib.niu.edu/handle/10843/10829
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