Situated Stories seeks to enlarge our research community by expanding on both the questions we ask and the ways we go about answering those questions. Emily Decker and Kathleen Geissler believe that writing courses are sites for mutual negotiation, places where people from all kinds of backgrounds confront the dominant institutional values. In presenting these investigations, their book calls attention to the diverse students in today's classrooms and to the pedagogical consequences of acknowledging this diversity.
The authors of these chapters introduce us to some new dimensions of composition studies. They describe the issues, challenges, and aspirations of a variety of writers; they share their struggles to define what it means to teach composition; they reflect on what it means to do research. United in their commitment to help students grow, to claim a place in the academy, to develop effective voices, all of these instructors have struggled to find the right names for things. Their articles offer new definitions of meaningful questions--and of legitimate answers--all the time helping to define what it means to truly value diversity.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Emily Decker is associate director of the Washington Center for Improving Undergraduate Education, a public service center of The Evergreen State College where faculty and administrators collaborate across disciplinary and institutional boundaries. Previously, she helped design and implement portfolio-based writing assessment for undergraduates at the University of Michigan.
Kathleen Geissler has taught writing and women's studies, composition theory, history of rhetoric, and theories of literacy and reading. Currently, she is associate professor of English at Michigan State University and associate director of the Center for Integrative Studies in Arts and Humanities, where she directs an interdisciplinary, writing-intensive general education course.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Paperback. Etat : new. Paperback. Situated Stories seeks to enlarge our research community by expanding on both the questions we ask and the ways we go about answering those questions. Emily Decker and Kathleen Geissler believe that writing courses are sites for mutual negotiation, places where people from all kinds of backgrounds confront the dominant institutional values. In presenting these investigations, their book calls attention to the diverse students in today's classrooms and to the pedagogical consequences of acknowledging this diversity. The authors of these chapters introduce us to some new dimensions of composition studies. They describe the issues, challenges, and aspirations of a variety of writers; they share their struggles to define what it means to teach composition; they reflect on what it means to do research. United in their commitment to help students grow, to claim a place in the academy, to develop effective voices, all of these instructors have struggled to find the right names for things. Their articles offer new definitions of meaningful questions--and of legitimate answers--all the time helping to define what it means to truly value diversity. This text seeks to enlarge the research community by expanding on both the questions we ask and the way they are answered. The authors believe that writing courses are sites for mutual negotiation, places where people from all kinds of backgrounds confront the dominant institutional values. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9780867094404
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Paperback. Etat : new. Paperback. Situated Stories seeks to enlarge our research community by expanding on both the questions we ask and the ways we go about answering those questions. Emily Decker and Kathleen Geissler believe that writing courses are sites for mutual negotiation, places where people from all kinds of backgrounds confront the dominant institutional values. In presenting these investigations, their book calls attention to the diverse students in today's classrooms and to the pedagogical consequences of acknowledging this diversity. The authors of these chapters introduce us to some new dimensions of composition studies. They describe the issues, challenges, and aspirations of a variety of writers; they share their struggles to define what it means to teach composition; they reflect on what it means to do research. United in their commitment to help students grow, to claim a place in the academy, to develop effective voices, all of these instructors have struggled to find the right names for things. Their articles offer new definitions of meaningful questions--and of legitimate answers--all the time helping to define what it means to truly value diversity. This text seeks to enlarge the research community by expanding on both the questions we ask and the way they are answered. The authors believe that writing courses are sites for mutual negotiation, places where people from all kinds of backgrounds confront the dominant institutional values. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. N° de réf. du vendeur 9780867094404
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