Literacy Reflection Feedback

"When you write, you don't follow somebody else's scheme; you design your own. As a writer, you learn to make words behave the way you want them to.... Learning to write is not a matter of learning the rules that govern the use of the semicolon or the names of sentence structures, nor is it a matter of manipulating words; it is a matter of making meanings, and that is the work of the active mind." (Ann Bertoff)

WTNG 100.08

Alverez, Dayana

DePina, Belinda

DePina, Neila

Hall, Alex
Jones, Stanley

Kenney, Thomas

Laurito, Talia

Lindstrom, Taylor

Lizotte, David

McLeod, Megan

Mozzetta, Michael

Olea, Alejandro

Paquette, Britnie

Rampino, Brianna

Saravia, Karen

Sionna, Tara

Tabora, Lexie

Vota, Katie

Zahov, Victor

WTNG 100.15

Aidala, Ashley

Auger, Joanne

Arsenault, Lindsey

Gannon, Nick

Gutauskas, Alicia

Hayes, Jill

Johnson, Anika

Moriarty-Barrows, Cali

Rojas, Diana

Tutt, Darnel

CAGS

Certificate in Composition, Literacy, Pedagogy, and Rhetoric

UMASS Certificate in the Teaching of Writing

Post-Baccalaureate Graduate Certificate in the Teaching of Writing in High School/Middle School (Illinois State University)

The Post-Baccalaureate Graduate Certificate in the Teaching of Writing in High School/Middle School is designed for certified middle and high school teachers of any subject who are inter- ested in pursuing study of current theory and practice in compo- sition in an atmosphere emphasizing the special needs of the high school/middle school teacher. Middle or Secondary Teacher Certification is required for admission to the certificate program. The Post-Baccalaureate Graduate Certificate is earned upon completion of the following 18 hours of courses:

409.01 Major Figures in the Teaching of Writing in High School/Middle School
409.02 Teaching of Grammar in High School/Middle School
409.03 Writing Assessment in High School/Middle School
409.04 Using Technology to Teach Writing in High School/Middle School
409.05 Applying Rhetoric to the Teaching of Writing in High School/Middle School
409.06 With permission of the Graduate Program Director, an appro- priate 400-level course focused on composition or the teaching of composition may be substituted for one 409 course.

The Post-Baccalaureate Graduate Certificate does not automatically lead to a graduate degree, but the credits earned for the certificate may all be applied toward an M.A. or Ph.D. in English Studies.

Jing

Also, a warning: I think Jing calculates the number of times that
files are stored and accessed (not just their number and size) before
you reach the limit for free access and need to subscribe. Either way,
I ask students to tell me when they've accessed their Jing session
from Screencast and then I delete their files to make space (you can
also store them locally).

Places to Publish Student Work

Welcome to the website for Young Scholars in Writing: Undergraduate Research in

Writing and Rhetoric, a peer-reviewed journal for undergraduates.

The “young scholars” in our title is not a marker of a scholar’s age but rather of his or her experience with discursive inquiry in writing, rhetoric, and related topics. Thus, we invite all young scholars in the field to submit their work!

Young Scholars in Writing publishes excellent scholarship on topics tightly related to composition, rhetoric, and/or literacy studies. To be eligible for the Spotlight on First
Year Writing, a piece must have been written in a lower-division composition course
or by a first year student. Research papers on topics unrelated to composition,
rhetoric, and/or literacy studies will not be considered.

Xchanges

Turnitin and Plagiarism

Turnitin.com, a Pedagogic Placebo for Plagiarism

Sean Zwagerman, "The Scarlet P: Plagiarism, Panopticism, and the Rhetoric of Academic Integrity" (CCC 59:4 / JUNE 2008).

Turnitin Bibliography

Reading Study

Date: Thu, 28 Jan 2010 10:16:36 -0600
From:
Subject: short survey on undergraduates and recreational reading

Hello, all -

I'm a new fellow-traveler on this list, intrigued to see so many
familiar names. With my colleague XXXXXX and a student
researcher, I am working on an article on a survey we took of our
students on recreational reading practices. We also surveyed academic
librarians, and now I would like to get some feedback from faculty who
teach undergraduates, particularly those who tend to pay attention to
their reading practices as an aspect of their teaching.

Among the questions we're investigating are: how do college students
feel about books and reading? Do their reading practices differ when
reading for fun rather than reading critically? What role does
pleasure reading play in life-long learning? What can academic
libraries do to encourage reading?

I have put together a survey addressing some of those issues that
might only take you a couple of minutes, unless you choose to comment.
It would make our article much richer if we have some faculty
perspective in the mix.

http://www.surveymonkey.com/s/PL7QRHB

Thank in advance - and sorry for exacerbating chronic surveyitis.

Business Rhetoric

From WPA-L (Jan 26, 2010)
Subject Heading: Readings for rhetoric in business writing?

My personal favorites, if we're talking about graduate students who
need to understand the rhetorical situation, would be some of the
'ethnographies' of business writing:

Bargiela-Chiappini, F., & Nickerson, C. (Eds.). (1999). Writing
Business: Genres, Media and Discourses. Essex, UK: Pearson Education
Limited.

Beaufort, A. (1999). Writing in the real world: Making the transition
from school to work. New York: Teachers College Press.

Boden, D. (1994). The Business of Talk: Organizations in Action.
Cambridge, England: Polity Press.

Henry, J. (2000). Writing workplace cultures: An archeology of
professional writing. Carbondale: Southern Illinois University Press.

Matalene, C. B. (Ed) (1989), Worlds of Writing: Teaching and Learning
in Discourse Communities of Work. New York: Random House.

Odell, L., & Goswami, D. (Eds.). (1985). Writing in Nonacademic
Settings. New York: Guildford.

Spilka, R. (Ed.) (1993). Writing in the Workplace: New Research
Directions. Carbondale: Southern Illinois University Press.