Academic Writing for Graduate Students, 3rd Edition
Essential Tasks and Skills
-
Showing posts with label Grad. Show all posts
Showing posts with label Grad. Show all posts
Wednesday, September 12, 2018
Resources (books) for grad writing courses
https://www.press.umich.edu/script/press/elt/special/swalesfeak
Friday, February 27, 2015
MA in Writing Studies
Date: Fri, 27 Feb 2015 11:49:06 -0600
From: "E.D. Woodworth" <edwoodworth@GMAIL.COM>
Subject: Announcing a new master's program in teaching writing
Dear all,
Apologies for cross-posting, but this is exciting for our university, and I
wanted to share far and wide. After several years of planning, Auburn
University at Montgomery is proud to announce a new master's degree in
teaching writing.
We are happy to add that we will be offering a course on pedagogy of basic
writing as part of the program (we have a healthy basic writing program), a
writing across the curriculum course (a university-wide program), a course
focused on professional writing, editing, and consultancy (with required
observation/participation hours in a nearby university where our program
runs a grad writing center) as well as other core classes on theory and
practical application. We are also building writing consultancy
relationships with units on our campus and local businesses. We're
delighted to work with our business and education colleges who have
collaborated with us so that our graduate students can easily choose to
take electives in those colleges.
I'm attaching a quick rundown of the program as well as information on the
application process.
This is a degree meant for someone determined to teach writing, coach
writing, or work in a writing center, or move onto a doctoral program in
writing studies. Because we believe writing is vital to any and all
disciplines, we welcome applicants from all bachelor degree programs from
accredited universities/colleges.
Besides the opportunity to teach in their second year, our students will
have the opportunity to work with our learning center and our student
success centers their first year. (We have some funding for applicants
besides teaching stipends in the second year of the program.)
Some of the electives are currently offered online, but the core of the
program is currently only offered as bricks/mortar classes. But besides the
courses in the program, we have at least 36 hours scheduled annually for
composition instructor professional development. We encourage all our
students and instructors to teach a variety of writing courses, to lead
workshops, to learn together.
Above all, we foster an open-hearted pedagogy that empowers our teachers
and students to stretch, to collaborate, to be open to change and new ways
of communicating, sharing, and creating new knowledge. We're a small
school, but we're loaded with big opportunities.
Please share this information with colleagues and students.
Thank you so much for all the ways you have supported the development of
this program. Even though you may not have known it, your thinking on these
lists, your scholarship, and conference presentations guided our work
throughout this lengthy process.
Sincerely,
Elizabeth Woodworth
ewoodwor@aum.edu
Dr. E.D. Woodworth, Honors Associate Professor
Director of Composition and Master of Teaching Writing
Department of English & Philosophy
College of Arts & Sciences
Liberal Arts 334
Auburn University at Montgomery
P.O. Box 244023
Montgomery, AL 36124
(334) 244-3376 (dept. office)
From: "E.D. Woodworth" <edwoodworth@GMAIL.COM>
Subject: Announcing a new master's program in teaching writing
Dear all,
Apologies for cross-posting, but this is exciting for our university, and I
wanted to share far and wide. After several years of planning, Auburn
University at Montgomery is proud to announce a new master's degree in
teaching writing.
We are happy to add that we will be offering a course on pedagogy of basic
writing as part of the program (we have a healthy basic writing program), a
writing across the curriculum course (a university-wide program), a course
focused on professional writing, editing, and consultancy (with required
observation/participation hours in a nearby university where our program
runs a grad writing center) as well as other core classes on theory and
practical application. We are also building writing consultancy
relationships with units on our campus and local businesses. We're
delighted to work with our business and education colleges who have
collaborated with us so that our graduate students can easily choose to
take electives in those colleges.
I'm attaching a quick rundown of the program as well as information on the
application process.
This is a degree meant for someone determined to teach writing, coach
writing, or work in a writing center, or move onto a doctoral program in
writing studies. Because we believe writing is vital to any and all
disciplines, we welcome applicants from all bachelor degree programs from
accredited universities/colleges.
Besides the opportunity to teach in their second year, our students will
have the opportunity to work with our learning center and our student
success centers their first year. (We have some funding for applicants
besides teaching stipends in the second year of the program.)
Some of the electives are currently offered online, but the core of the
program is currently only offered as bricks/mortar classes. But besides the
courses in the program, we have at least 36 hours scheduled annually for
composition instructor professional development. We encourage all our
students and instructors to teach a variety of writing courses, to lead
workshops, to learn together.
Above all, we foster an open-hearted pedagogy that empowers our teachers
and students to stretch, to collaborate, to be open to change and new ways
of communicating, sharing, and creating new knowledge. We're a small
school, but we're loaded with big opportunities.
Please share this information with colleagues and students.
Thank you so much for all the ways you have supported the development of
this program. Even though you may not have known it, your thinking on these
lists, your scholarship, and conference presentations guided our work
throughout this lengthy process.
Sincerely,
Elizabeth Woodworth
ewoodwor@aum.edu
Dr. E.D. Woodworth, Honors Associate Professor
Director of Composition and Master of Teaching Writing
Department of English & Philosophy
College of Arts & Sciences
Liberal Arts 334
Auburn University at Montgomery
P.O. Box 244023
Montgomery, AL 36124
(334) 244-3376 (dept. office)
Friday, October 24, 2014
Wednesday, September 29, 2010
Synthesis of books which synthesize writing research
There is a terrific review essay:
Anson, CHris. "A Field at Sixty Something." CCC 62.1 (Sept 2010): 216-228.
Anson gives me some things to think about in planning a grad course in comp/rhet. Specifically, this passage near the end:
Reading any of these carefully edited volumes would be a good start. In fact, as dull as research syntheses can sometimes be in style and content, those new to the field of writing studies could do worse than plowing their way through any of the three research handbooks, and an even better graduate course might ask students to do so in parallel with selections from Miller's massive anthology. And although it's likely that each book will draw a different audience (for Smagorinsky, members of CCCC and NCTE; for MacArthur, Graham, and Fitzgerald, members of the American Educational Research Association and colleges of education; for Bazerman, scholars of literacy writ large, across disciplines; for Miller, college compositionists)... (227)
Sunday, March 14, 2010
Textbooks for Grad Course (Comp Studies)
James D. Williams' Preparing to Teach Writing: Research, Theory, and Practice
Sullivan and Tinberg's _What is "College-Level Writing"_
Tate's Sourcebook; Villanueva's Crosstalk, T. R. Johnson's Teaching Composition
Lindemann's A Rhetoric for Writing Teachers
Bibliographic Research in Composition Studies (Parlor Press 2009)
Moore, Cindy and Peggy O'Neill, eds. Practice in Context: Situating the Work of Writing Teachers. Urbana, IL: National Council of Teachers of English, 2002.
Tuesday, October 20, 2009
Talk for Maureen's class...
1. Why did I choose to pursue this career? Where did my interest in comp/rhet come from?
My interest in composition/rhetoric happened gradually. I never set out to get a Ph.D. in comp/rhet.
Went to Iowa to get an MAT to teach h.s. English. Like a lot of students, I had no exposure to the field of composition or rhetoric as an undergraduate at UNH.
- Bonnie's Approaches to Teaching Writing Course (freewriting; writing as thinking or write to learn; writing a paper about Dale over the course of the entire semester; reading Murray's The Craft of Revision). The idea that at Iowa, I began to learn the theory behind what so many of my writing teachers had asked me to do at UNH.
- Working as Bonnie's research assistant (helping edit a book on teacher literacy narratives; transcribing Murray interviews for induction of his materials into the Poynter institute)
- The Iowa Portfolio Group/Attending first conferences (UNH and NCTE, fall 1996)--a glimpse at the profession and how things work.
- During the second year, teaching FYC at Iowa, having a "lab" where I could try out some of the things that I was learning in my coursework (freewriting, writing conferences, group workshops, portfolio assessment, etc)
After student teaching and then teaching h.s. for one year, I noticed that I was moving away from the conversation about how writing is taught and learned. I wanted to get back into that conversation and, hopefully, to contribute to it in some way. Enrolled at UNH.
2. A bit about my current work.
After teaching h.s. for one year, I tried my hand at working as an adjunct. When you need money, you'll take just about any position you can find (describe range of teaching experiences--community college, online, in corporate, and at traditional colleges/universities).
Working with adult learners at GSC as an important moment--also, watching my mother fly to Chicago to graduate with her bachelor's degree at mid-life--the confluence of these two things.
At the time of dissertation, a range of possibilities, but feeling myself pulled back to the adults withi whom I worked at NSC and reflecting on my lack of preparation for that kind of teaching (before and during grad school) and my lack of knowledge about those students themselves. I began to imagine a project--something that would have been useful for someone like me. I was my own audience--what could have helped prepare me for that work? That is the project I created and still work towards. Descriptive and qualitative. Briefly discuss project.
At the center of this work and my work, an interest in people--how they learn to write (or fail to), what they write and why, how they transition between writing contexts (like school and work).
As I begin to wind down on this project and look to the future, possible future work--continued work with adult or nontraditional students making the transition to academic literacy or, perhaps, with undergraduates making the opposite transition, from school to work.
Thursday, October 8, 2009
More on Maureen's class
Today, brief meeting with Maureen; clarified intentions of talk to grad students:
She wants me to focus on two things:
2. A bit about my current work.
On number 1--formative experiences: Bonnie's "Approaches to Teaching Writing" class; Donald Murray and the idea of writing as thinking; my own experiences teaching writing at Iowa. This was a rich time of development in my professional life--that year or two at Iowa. Also, membership in the Iowa Portfolio Group and the trip to NCTE in fall 1996 and the UNH conference in fall 1996.
Friday, September 4, 2009
Notes for Maureen's class
This morning, reading the "Introduction" to the new Norton guide to composition studies. Thought I would include a few passages that might be of use for my presentation to Maureen's class on comp/rhetoric.
its democratic spirit (xxxv)
the field today is easily the discipline most alert to questions of textual production and reception (xxxvi).
since its early emergence as an underling gatekeeper in nineteenth century universities...the field has overlaid conservative Western attitudes about linguistic credentials on a more inclusive American democratic individualism that values practical personal choices. (xxxvi)
The typical purposes of composition research and scholarship may be unfamiliar to those encountering them for the first time. For various good reasons, the range of inquiry encountered in this field surprises those new to it. Many still imagine writing largely as an occasion for evaluation and thus expect the discipline that studies it to focus on assessment, grading methods, and students' achievement or its absence. But instead they encounter a broad range of repeatedly addressed topics, diverse methods of research, multiple scholarly genres, and an unusual variety of authorial sources. (xxxvii)
.,.this field's object of study is one of the most complex human activities. Composition studies uncovers expressive processes that are easily separated from their human origins to become "text," an object that may or may not be absorbed by readers and a cultural artifact whose opacity invites many inquiries and speculative interpretations. The field thus may blend into any discipline within the humanities, social sciences, and education studies... This often-cited interdisciplinarity is neither recent nor novel among disciplines that investigate processes like writing that aim for an immediate material result. (xxxviii)
Composition research has accumulated an array of scholarly approaches to forming its questions and gathering evidence, and then to fitting these processes to appropriate genres. (xxxviii)
the field of composition studies marked the beginning of its research program with the 1963 publication of Research in Written Composition, by Braddock, Lloyd-Jones, and Schoer. Taht brief book analyzed 504 empirical studies of school writing instruction and their disappointing results. (xxxlx)
All pointed out that imagination, inventiveness, and thus writing may be improved by following a composing process, but not improved when taught as elements of a finished textual product. (xxxlx)
this section includes other research projects that established many of the topics that have remained important to composition studies: the relation of writing as a medium to a writer's preparation to write, the variety of forces that sponsor each act of writing, the conscious acts undertaken by the writer, the range of attitudes toward required college-level writing courses, and stances toward acts of revision. (xliii)
Perhaps the most unsettling subtext and resulting argument in this part of the book, one made in diverse ways, is that neither a writer nor a text can be evaluated accurately against a universal standard measuring either "good writing" or "good writers" if such evaluation is based on only one instance of composing over one time period, perhaps in one place. (xliv)
Wednesday, August 26, 2009
Grad courses
From: Writing Program Administration [mailto:WPA-L@asu.edu] On Behalf Of Chuck Paine
Sent: Tuesday, August 25, 2009 1:30 PM
To: WPA-L@ASU.EDU
Subject: Rhet/comp book for English graduate survey class
Fascinating discussions on the list these last few days about non-rhet/comp
professors' views of what rhet/comp is and should be, which brings up a
question about how to best represent our field to our own non-rhet/comp grad
students.
My question: what ONE book would you have new English-department
graduate students read in order to get a sense of the field of rhet/comp.
Background: All of our incoming graduate students (literature,
rhet/comp, creative writing) take an introductory course that surveys the
field of English studies. Although we have a strong rhet/comp group here,
the course has always been taught by a person specializing in literature.
For some time, the course has been using Robert Scholes's _Rise and Fall of
English_ to represent rhet/comp, which is okay in the sense that Scholes has
a solid reputation among literature specialists (so they pay attention to
him). It's not so good in the sense that we're sending the message that it
takes a lit person to stick up for our field intelligently, plus the book's
now over a decade old (which sends a different unfortunate message).
So, while I realize that every program is different and needs to
choose such texts accordingly, I'd appreciate your advice and ideas.
Chuck Paine
University of New Mexico
---
Date: Tue, 25 Aug 2009 13:50:17 -0400
From: "Hillard, Van"
Subject: Re: Rhet/comp book for English graduate survey class
Chuck,
Acknowledging the impossiblity of the one book requirement of your question, I vote for Sharon Crowley's COMPOSITION IN THE UNIVERSITY: HISTORICAL AND POLEMICAL ESSAYS. Pittsburgh, 1998. It offers a cogent political and intellectual critique of the place of writing instruction in the American academy that takes up where Scholes leaves off, and squarely reckons with the disappearance of rhetoric instruction as an institutional-historical contingency. (But, you probably knew that already).
Van
---
If you're looking for a fairly recent monograph, I'm rather fond of Andrea
Lunsford's *Writing Matters: Rhetoric in Private and Public
Lives
*. If you wanted to supplement it just a bit, you could also have the
students read either her 1992 essay "Rhetoric and Composition" that was
published in the *Introduction to Scholarship in Modern Languages and
Literatures* or her 1991 essay "The Nature of Composition Studies" in *An
Introduction to Composition Studies*. I did just this in an upper division
composition studies course last fall and the students found Lundsford's
rewriting/rethinking of what composition studies is to be be fascinating.
---
Date: Tue, 25 Aug 2009 15:46:21 -0400
From: Nick Carbone
Subject: Re: Rhet/comp book for English graduate survey class
I found, when I was starting out, Tate and Corbett's _The Writing
Teacher's Sourcebook_ to be helpful to me. It was as much practical,
which I needed, as well as an introduction to the field's issues
overall. I used the second edition back then.
The most recent edition is the 4th, but it last pubbed in 1999, so it
might be missing a bit of important stuff, but it's still a good book
to look at http://tinyurl.com/l36fwu.
Given the last pub date of the Sourcebook, I'd also look to TR
Johnson's _Teaching Composition, Background Readings_ at
http://tinyurl.com/nnfdfz (It's a B/SM professional book w/ a new
edition in 2008.).
See also Erika Lindeman's _A Rhetoric for Writing Teachers_, which
I've also used and liked.
None of these book attempts to be comprehensive, but they all speak to
new to the field teachers as teachers first, but without ignoring the
scholarship that informs pedagogy.
---
Date: Tue, 25 Aug 2009 16:09:14 -0400
From: "Jack N. Morales"
Subject: Re: Rhet/comp book for English graduate survey class
Chuck,
Two titles come to mind:
1. Cross Talk in Comp Theory: A Reader. It's edited by Victor
Villanueva and it an anthology of the major articles and debates
within the field on modern composition studies. All (and by all I mean
most) of the "heavyweights" are in here. I think grad students tend to
get this assigned...though I really don't know. It looks like
something that grad students would have.
2. For a straight history of the field, I think Joe Harris' A Teaching
Sunject: Composition since 1966 would be great to have folks read.
There are some other books that come to mind and I don't want to get
crazy here, I'm sure all these suggestions are great, but Pat Bizzell
and Bruce Herzberg's The Rhetorical Tradition: Readings from Classical
Times to the Present might be a good anthology of primary source
material on the history and development of rhetorical theory. Or you
could just have them read everything Jim Berlin ever published and go
from there :-)
Hope some of this helps
Jack
---
Date: Tue, 25 Aug 2009 13:28:26 -0700
From: Irene L Clark
Subject: Re: Rhet/comp book for English graduate survey class
We use my book, _Concepts in Composition _ published by Taylor and Francis.
Irene
Irene L. Clark Ph.D.
Director of Composition
Professor of English
California State University, Northridge
---
Date: Tue, 25 Aug 2009 15:13:28 -0700
From: Gregory R Glau
Subject: Re: Rhet/comp book for English graduate survey class
For two years now we've used T. R. Johnson's TEACHING COMPOSITION: BACKGROUND READINGS (3rd ed., Bedford/St. Martin's). It's not as comprehensive as the Norton text but includes some readings I wanted our new GTAs to have that the Norton doesn't include; we also supplement with readings from jstor.
My bigger issue isn't so much selecting readings but we have only a one-semester TA Practicum and it's difficult to even barely touch on our field in just that short of a time period.
---
Date: Tue, 25 Aug 2009 20:08:12 -0400
From: Paula Mathieu
Subject: Re: Rhet/comp book for English graduate survey class
It's not an overview or 'greatest hits' of composition studies, but I
had my most recent graduate class read Relations, Locations,
Positions: Composition Theory for Writing Teachers, edited by Peter
Vandenberg, Sum Hum and Jennifer Clary-Lemon (NCTE 2006). The class
really enjoyed the readings and were able to engage the theory and
connect it to their own experiences as writers and as developing
teachers. I found it to be a rich text, and more interesting to the
students than a historical overview.
pjm
---
Sent: Tuesday, August 25, 2009 1:30 PM
To: WPA-L@ASU.EDU
Subject: Rhet/comp book for English graduate survey class
Fascinating discussions on the list these last few days about non-rhet/comp
professors' views of what rhet/comp is and should be, which brings up a
question about how to best represent our field to our own non-rhet/comp grad
students.
My question: what ONE book would you have new English-department
graduate students read in order to get a sense of the field of rhet/comp.
Background: All of our incoming graduate students (literature,
rhet/comp, creative writing) take an introductory course that surveys the
field of English studies. Although we have a strong rhet/comp group here,
the course has always been taught by a person specializing in literature.
For some time, the course has been using Robert Scholes's _Rise and Fall of
English_ to represent rhet/comp, which is okay in the sense that Scholes has
a solid reputation among literature specialists (so they pay attention to
him). It's not so good in the sense that we're sending the message that it
takes a lit person to stick up for our field intelligently, plus the book's
now over a decade old (which sends a different unfortunate message).
So, while I realize that every program is different and needs to
choose such texts accordingly, I'd appreciate your advice and ideas.
Chuck Paine
University of New Mexico
---
Date: Tue, 25 Aug 2009 13:50:17 -0400
From: "Hillard, Van"
Subject: Re: Rhet/comp book for English graduate survey class
Chuck,
Acknowledging the impossiblity of the one book requirement of your question, I vote for Sharon Crowley's COMPOSITION IN THE UNIVERSITY: HISTORICAL AND POLEMICAL ESSAYS. Pittsburgh, 1998. It offers a cogent political and intellectual critique of the place of writing instruction in the American academy that takes up where Scholes leaves off, and squarely reckons with the disappearance of rhetoric instruction as an institutional-historical contingency. (But, you probably knew that already).
Van
---
If you're looking for a fairly recent monograph, I'm rather fond of Andrea
Lunsford's *Writing Matters: Rhetoric in Private and Public
Lives
*. If you wanted to supplement it just a bit, you could also have the
students read either her 1992 essay "Rhetoric and Composition" that was
published in the *Introduction to Scholarship in Modern Languages and
Literatures* or her 1991 essay "The Nature of Composition Studies" in *An
Introduction to Composition Studies*. I did just this in an upper division
composition studies course last fall and the students found Lundsford's
rewriting/rethinking of what composition studies is to be be fascinating.
---
Date: Tue, 25 Aug 2009 15:46:21 -0400
From: Nick Carbone
Subject: Re: Rhet/comp book for English graduate survey class
I found, when I was starting out, Tate and Corbett's _The Writing
Teacher's Sourcebook_ to be helpful to me. It was as much practical,
which I needed, as well as an introduction to the field's issues
overall. I used the second edition back then.
The most recent edition is the 4th, but it last pubbed in 1999, so it
might be missing a bit of important stuff, but it's still a good book
to look at http://tinyurl.com/l36fwu.
Given the last pub date of the Sourcebook, I'd also look to TR
Johnson's _Teaching Composition, Background Readings_ at
http://tinyurl.com/nnfdfz (It's a B/SM professional book w/ a new
edition in 2008.).
See also Erika Lindeman's _A Rhetoric for Writing Teachers_, which
I've also used and liked.
None of these book attempts to be comprehensive, but they all speak to
new to the field teachers as teachers first, but without ignoring the
scholarship that informs pedagogy.
---
Date: Tue, 25 Aug 2009 16:09:14 -0400
From: "Jack N. Morales"
Subject: Re: Rhet/comp book for English graduate survey class
Chuck,
Two titles come to mind:
1. Cross Talk in Comp Theory: A Reader. It's edited by Victor
Villanueva and it an anthology of the major articles and debates
within the field on modern composition studies. All (and by all I mean
most) of the "heavyweights" are in here. I think grad students tend to
get this assigned...though I really don't know. It looks like
something that grad students would have.
2. For a straight history of the field, I think Joe Harris' A Teaching
Sunject: Composition since 1966 would be great to have folks read.
There are some other books that come to mind and I don't want to get
crazy here, I'm sure all these suggestions are great, but Pat Bizzell
and Bruce Herzberg's The Rhetorical Tradition: Readings from Classical
Times to the Present might be a good anthology of primary source
material on the history and development of rhetorical theory. Or you
could just have them read everything Jim Berlin ever published and go
from there :-)
Hope some of this helps
Jack
---
Date: Tue, 25 Aug 2009 13:28:26 -0700
From: Irene L Clark
Subject: Re: Rhet/comp book for English graduate survey class
We use my book, _Concepts in Composition _ published by Taylor and Francis.
Irene
Irene L. Clark Ph.D.
Director of Composition
Professor of English
California State University, Northridge
---
Date: Tue, 25 Aug 2009 15:13:28 -0700
From: Gregory R Glau
Subject: Re: Rhet/comp book for English graduate survey class
For two years now we've used T. R. Johnson's TEACHING COMPOSITION: BACKGROUND READINGS (3rd ed., Bedford/St. Martin's). It's not as comprehensive as the Norton text but includes some readings I wanted our new GTAs to have that the Norton doesn't include; we also supplement with readings from jstor.
My bigger issue isn't so much selecting readings but we have only a one-semester TA Practicum and it's difficult to even barely touch on our field in just that short of a time period.
---
Date: Tue, 25 Aug 2009 20:08:12 -0400
From: Paula Mathieu
Subject: Re: Rhet/comp book for English graduate survey class
It's not an overview or 'greatest hits' of composition studies, but I
had my most recent graduate class read Relations, Locations,
Positions: Composition Theory for Writing Teachers, edited by Peter
Vandenberg, Sum Hum and Jennifer Clary-Lemon (NCTE 2006). The class
really enjoyed the readings and were able to engage the theory and
connect it to their own experiences as writers and as developing
teachers. I found it to be a rich text, and more interesting to the
students than a historical overview.
pjm
---
Courses
Shannon Carter's ENGL 571 Intro To Comp. Studies course at TAMU.
http://faculty.tamu-commerce.edu/scarter/syllabus-571.pdf
http://faculty.tamu-commerce.edu/scarter/syllabus-571.pdf
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