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CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 44: MULTILINGUALISM, MULTIMODALITY, AND ACCESSIBILITY Abstract: This article threads together multilingualism and disability studies research in writing studies, and introduces composition pedagogies that embrace multilingualism, multimodality, and accessibility simultaneously. We argue that writing teachers can work toward social justice in writing courses by considering accessibility through intersectional (Crenshaw; Martinez) and CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: PRIOR KNOWLEDGE AND ITS ROLE IN TRANSFER BY LIANE Abstract: In this article we consider the ways in which college writers make use of prior knowledge as they take up new writing tasks. Drawing on two studies of transfer, both connected to a Teaching for Transfer composition curriculum for first-year students, we articulate a theory of prior knowledge and document how the use of prior knowledge can detract from or contribute to efficacy in CF 23: REVIEW OF AYERS & ALEXANDER-TANNER, TO TEACH, IN Jessica Restaino. William Ayers sets our expectations high as he introduces the return of his 1980 teaching memoir, now envisioned through cartoonist Ryan Alexander-Tanner’s comic-strip renderings: “I thought we were simply combining words with pictures, but that marriage gives birth to a third, all-new form—sequential art and adazzling
ENGLISH DIRECTED SELF PLACEMENT QUESTIONNAIRE & SCORESHEET English Directed Self Placement Questionnaire These questions are intended to aid you in selecting an English composition class thatmeets your needs.
COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 43: AN INTERVIEW WITH LAD TOBIN BY MICHAEL MICHAUD Michael Michaud. Abstract: In this interview, on the eve of his retirement in spring 2020, I speak with Dr. Lad Tobin about his career and work in composition and rhetoric, his commitment to the teaching of writing, including and especially personal or expressive writing, and his arguments about the continued relevance of creative-nonfictionto
CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 44: MULTILINGUALISM, MULTIMODALITY, AND ACCESSIBILITY Abstract: This article threads together multilingualism and disability studies research in writing studies, and introduces composition pedagogies that embrace multilingualism, multimodality, and accessibility simultaneously. We argue that writing teachers can work toward social justice in writing courses by considering accessibility through intersectional (Crenshaw; Martinez) and CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: PRIOR KNOWLEDGE AND ITS ROLE IN TRANSFER BY LIANE Abstract: In this article we consider the ways in which college writers make use of prior knowledge as they take up new writing tasks. Drawing on two studies of transfer, both connected to a Teaching for Transfer composition curriculum for first-year students, we articulate a theory of prior knowledge and document how the use of prior knowledge can detract from or contribute to efficacy in CF 23: REVIEW OF AYERS & ALEXANDER-TANNER, TO TEACH, IN Jessica Restaino. William Ayers sets our expectations high as he introduces the return of his 1980 teaching memoir, now envisioned through cartoonist Ryan Alexander-Tanner’s comic-strip renderings: “I thought we were simply combining words with pictures, but that marriage gives birth to a third, all-new form—sequential art and adazzling
ENGLISH DIRECTED SELF PLACEMENT QUESTIONNAIRE & SCORESHEET English Directed Self Placement Questionnaire These questions are intended to aid you in selecting an English composition class thatmeets your needs.
CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CALL FOR PROPOSALS FOR A SPECIAL ISSUE OF COMPOSITION Guest editors: Neil Baird, Bowling Green State University, and Bradley Dilger, Purdue University. In 1983, Lee Odell, Dixie Goswami, and Anne Herrington published “The Discourse-Based Interview: A Procedure for Exploring the Tacit Knowledge of Writers in Nonacademic Settings.” CF 38: CLARIFYING THE MULTIPLE DIMENSIONS OF Clarifying the Multiple Dimensions of Monolingualism: Keeping Our Sights on Language Politics. Missy Watson and Rachael Shapiro. Abstract: While we in composition studies may have grown more sensitive to and welcoming of cultural and linguistic differences in the classroom, we remain far from united in pursuits to combatexplicitly in our
CF 34: STATES, TRAITS, AND DISPOSITIONS BY DANA LYNN States, Traits, and Dispositions: The Impact of Emotion on Writing Development and Writing Transfer Across College Courses and Beyond. Dana Lynn Driscoll and Roger Powell. Abstract: Drawing from a five-year longitudinal data set following thirteen college writers through undergraduate writing and beyond, we explore the impact ofstudents
CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATE Style, Student Writing, and the Handbooks. Nate Kreuter. Abstract: This essay examines the disappearance of the study of style from rhetoric’s disciplinary research agenda and from contemporary writing classrooms, linking the decline of disciplinary interest in style to contemporary writing handbooks, which tend to treat style inreductive ways.
CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BY Authorial Intent in the Composition Classroom. Ian Barnard. Abstract: This article examines the disjunction between, on the one hand, critical theory’s critique of the privileging of authorial intent in protocols of textual interpretation, and, on the other hand, continued obeisance to authorial intent in composition textbooks and pedagogy. CF 18: REVIEW OF GRAFF & BIRKENSTEIN, THEY SAY/I SAY BY Graff, Gerald, and Cathy Birkenstein. They Say / I Say: The Moves that Matter in Academic Writing. W.W. Norton, 2006: 164pp. Jason Arthur and Anne Case-Halferty. In Beyond the Culture Wars (1992) and, a decade later, in Clueless in Academe (2003), Gerald Graff offered arguments that spurred much debate about the content, nature, and efficacy of CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina COMPOSITION FORUM: VOLUME 39: SUMMER 2018 Composition Forum is published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of Penn State University.Composition Forum ISSN: 1522-7502.ISSN: 1522-7502.
CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 42: WRITING INSTRUCTION AND MEASURES OF QUALITY OF Writing Instruction and Measures of Quality of Education in Canadian Universities: Trends and Best Practices. Laura Reave. Abstract: This study examines the ways in which 28 top-rated Canadian universities are using required and elective courses to focus on developing student writing skills. Currently, 40 percent of the universities rated in CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 38: CLARIFYING THE MULTIPLE DIMENSIONS OFSEE MORE ON COMPOSITIONFORUM.COM CF 34: STATES, TRAITS, AND DISPOSITIONS BY DANA LYNNSEE MORE ON COMPOSITIONFORUM.COM CF 24: REVIEW OF WARDLE & DOWNS, WRITING ABOUT WRITING BY The scope of the book makes it versatile enough for a variety of WAW approaches, including the most common ones focused on either “literacy and discourse,” “language and rhetoric,” or “writing and writers’ practices” (Downs and Wardle, “Re-Imagining”). In addition to the introduction, Writing about Writing includes five CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATESEE MORE ON COMPOSITIONFORUM.COM CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BYSEE MORE ON COMPOSITIONFORUM.COM COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 42: WRITING INSTRUCTION AND MEASURES OF QUALITY OF Writing Instruction and Measures of Quality of Education in Canadian Universities: Trends and Best Practices. Laura Reave. Abstract: This study examines the ways in which 28 top-rated Canadian universities are using required and elective courses to focus on developing student writing skills. Currently, 40 percent of the universities rated in CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 38: CLARIFYING THE MULTIPLE DIMENSIONS OFSEE MORE ON COMPOSITIONFORUM.COM CF 34: STATES, TRAITS, AND DISPOSITIONS BY DANA LYNNSEE MORE ON COMPOSITIONFORUM.COM CF 24: REVIEW OF WARDLE & DOWNS, WRITING ABOUT WRITING BY The scope of the book makes it versatile enough for a variety of WAW approaches, including the most common ones focused on either “literacy and discourse,” “language and rhetoric,” or “writing and writers’ practices” (Downs and Wardle, “Re-Imagining”). In addition to the introduction, Writing about Writing includes five CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATESEE MORE ON COMPOSITIONFORUM.COM CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BYSEE MORE ON COMPOSITIONFORUM.COM CALL FOR PROPOSALS FOR A SPECIAL ISSUE OF COMPOSITION Guest editors: Neil Baird, Bowling Green State University, and Bradley Dilger, Purdue University. In 1983, Lee Odell, Dixie Goswami, and Anne Herrington published “The Discourse-Based Interview: A Procedure for Exploring the Tacit Knowledge of Writers in Nonacademic Settings.” CF 38: EVOLVING CONCEPTIONS OF GENRE BY CHRISTINE M. TARDY Curriculum. All participants were engaged in teaching English 101, the first course in a two-course FYW sequence. This curriculum used insights from Mike Palmquist’s textbook Joining the Conversation (2nd edition) and included a series of scaffolded assignments: a literacy narrative, genre analysis report, and community profile. Though the textbook does not explicitly advance a genre-based CF 37: GENRE, REFLECTION, AND MULTIMODALITY BY JACLYN M Genre, Reflection, and Multimodality: Capturing Uptake in the Making. Jaclyn M. Fiscus. Abstract: Scholarship on metacognition in the composition classroom shows how asking students to create reflective texts can help cue, analyze, and assess transfer. By following the composition processes of 13 students doing a remixing assignment, this CF 44: MULTILINGUALISM, MULTIMODALITY, AND ACCESSIBILITY Abstract: This article threads together multilingualism and disability studies research in writing studies, and introduces composition pedagogies that embrace multilingualism, multimodality, and accessibility simultaneously. We argue that writing teachers can work toward social justice in writing courses by considering accessibility through intersectional (Crenshaw; Martinez) and CF 26: PRIOR KNOWLEDGE AND ITS ROLE IN TRANSFER BY LIANE Abstract: In this article we consider the ways in which college writers make use of prior knowledge as they take up new writing tasks. Drawing on two studies of transfer, both connected to a Teaching for Transfer composition curriculum for first-year students, we articulate a theory of prior knowledge and document how the use of prior knowledge can detract from or contribute to efficacy in CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 34: TEXTBOOK PATHOS BY TIM JENSEN Notes. Connors paints a scenario in which the textbook industry is founded almost entirely as the result of ill-equipped instructors. In 1815 there was a substantial shortage of qualified college-level instructors, he notes, “Thus were rhetoric textbooks born: out of a paucity of new rhetorical material, out of the weakness and ignorance of undertrained teachers, and out of the increasing CF 32: REVIEW OF LOSH AND ALEXANDER, UNDERSTANDING In Figure 1, Losh and Alexander unite a discussion of discourse and communication with the Cannons’ drawing of the fictional superhero, “Metamorph.”. This instance is a perfect example of Understanding Rhetoric ’s “revolution” among textbooks: elements of popular culture (superhero, graphic illustration) converge with academia to ENGLISH DIRECTED SELF PLACEMENT QUESTIONNAIRE & SCORESHEET English Directed Self Placement Questionnaire These questions are intended to aid you in selecting an English composition class thatmeets your needs.
COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 42: WRITING INSTRUCTION AND MEASURES OF QUALITY OF Writing Instruction and Measures of Quality of Education in Canadian Universities: Trends and Best Practices. Laura Reave. Abstract: This study examines the ways in which 28 top-rated Canadian universities are using required and elective courses to focus on developing student writing skills. Currently, 40 percent of the universities rated in CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BYSEE MORE ON COMPOSITIONFORUM.COM CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATESEE MORE ON COMPOSITIONFORUM.COM CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 34: WRITING PEDAGOGIES OF EMPATHY BY ERIC LEAKESEE MORE ON COMPOSITIONFORUM.COM CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 42: WRITING INSTRUCTION AND MEASURES OF QUALITY OF Writing Instruction and Measures of Quality of Education in Canadian Universities: Trends and Best Practices. Laura Reave. Abstract: This study examines the ways in which 28 top-rated Canadian universities are using required and elective courses to focus on developing student writing skills. Currently, 40 percent of the universities rated in CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BYSEE MORE ON COMPOSITIONFORUM.COM CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATESEE MORE ON COMPOSITIONFORUM.COM CF 34: WRITING PEDAGOGIES OF EMPATHY BY ERIC LEAKESEE MORE ON COMPOSITIONFORUM.COM CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUM: VOLUME 44: SUMMER 2020 Composition Forum: Volume 44: Summer 2020. Special issue: Promoting Social Justice for Multilingual Writers on College Campuses. Guest editors: Norah Fahim, Jennifer Johnson, Eunjeong Lee, and Brooke Schreiber. From the Editors. Christian Weisser, Greg Giberson, Jody Shipka, Jennifer Johnson, Eunjeong Lee, Brooke Schreiber, and NorahFahim.
COMPOSITION FORUM: VOLUME 43: SPRING 2020 Chris Mays and Maureen McBride. Rhetorically-grounded Paraphrasing Instruction: Knowledge Telling versus Transforming. Nisha Shanmugaraj, Joanna Wolfe, and Sophie Wodzak. Knowing Students and Hearing Their Voices in Writing: Reconciling Teachers’ Stated Definitions of Voice with Their Response Practices. Ann N. Amicucci and Michelle E. Neely. CF 43: AN INTERVIEW WITH LAD TOBIN BY MICHAEL MICHAUD Michael Michaud. Abstract: In this interview, on the eve of his retirement in spring 2020, I speak with Dr. Lad Tobin about his career and work in composition and rhetoric, his commitment to the teaching of writing, including and especially personal or expressive writing, and his arguments about the continued relevance of creative-nonfictionto
CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALES A discourse community is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about their goals. Linguist John Swales defined discourse communities as “groups that have goals and purposes, and CF 38: EVOLVING CONCEPTIONS OF GENRE BY CHRISTINE M. TARDY Curriculum. All participants were engaged in teaching English 101, the first course in a two-course FYW sequence. This curriculum used insights from Mike Palmquist’s textbook Joining the Conversation (2nd edition) and included a series of scaffolded assignments: a literacy narrative, genre analysis report, and community profile. Though the textbook does not explicitly advance a genre-based COMPOSITION FORUM: VOLUME 26: FALL 2012 Composition Forum is published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of Penn State University.Composition Forum ISSN: 1522-7502.ISSN: 1522-7502.
CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUM: VOLUME 39: SUMMER 2018 Composition Forum is published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of Penn State University.Composition Forum ISSN: 1522-7502.ISSN: 1522-7502.
CF 36: DALN AS PUBLIC UTILITY BY MICHAEL HARKER AND BEN Some Thoughts on the DALN as Public Utility. Michael Harker and Ben McCorkle. Figure 1. Badlands National Park Tweet. 24 Jan, 2017. It started with a tweet. In response to the incoming Trump administration’s science-resistant position to the issue of climate change, the official Twitter account for the Badlands National Parkbegan to push
COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 42: WRITING INSTRUCTION AND MEASURES OF QUALITY OF Writing Instruction and Measures of Quality of Education in Canadian Universities: Trends and Best Practices. Laura Reave. Abstract: This study examines the ways in which 28 top-rated Canadian universities are using required and elective courses to focus on developing student writing skills. Currently, 40 percent of the universities rated in CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BYSEE MORE ON COMPOSITIONFORUM.COM CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATESEE MORE ON COMPOSITIONFORUM.COM CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 34: WRITING PEDAGOGIES OF EMPATHY BY ERIC LEAKESEE MORE ON COMPOSITIONFORUM.COM CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 42: WRITING INSTRUCTION AND MEASURES OF QUALITY OF Writing Instruction and Measures of Quality of Education in Canadian Universities: Trends and Best Practices. Laura Reave. Abstract: This study examines the ways in which 28 top-rated Canadian universities are using required and elective courses to focus on developing student writing skills. Currently, 40 percent of the universities rated in CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BYSEE MORE ON COMPOSITIONFORUM.COM CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATESEE MORE ON COMPOSITIONFORUM.COM CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 34: WRITING PEDAGOGIES OF EMPATHY BY ERIC LEAKESEE MORE ON COMPOSITIONFORUM.COM CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUM: VOLUME 44: SUMMER 2020 Composition Forum: Volume 44: Summer 2020. Special issue: Promoting Social Justice for Multilingual Writers on College Campuses. Guest editors: Norah Fahim, Jennifer Johnson, Eunjeong Lee, and Brooke Schreiber. From the Editors. Christian Weisser, Greg Giberson, Jody Shipka, Jennifer Johnson, Eunjeong Lee, Brooke Schreiber, and NorahFahim.
COMPOSITION FORUM: VOLUME 43: SPRING 2020 Chris Mays and Maureen McBride. Rhetorically-grounded Paraphrasing Instruction: Knowledge Telling versus Transforming. Nisha Shanmugaraj, Joanna Wolfe, and Sophie Wodzak. Knowing Students and Hearing Their Voices in Writing: Reconciling Teachers’ Stated Definitions of Voice with Their Response Practices. Ann N. Amicucci and Michelle E. Neely. CF 43: AN INTERVIEW WITH LAD TOBIN BY MICHAEL MICHAUD Michael Michaud. Abstract: In this interview, on the eve of his retirement in spring 2020, I speak with Dr. Lad Tobin about his career and work in composition and rhetoric, his commitment to the teaching of writing, including and especially personal or expressive writing, and his arguments about the continued relevance of creative-nonfictionto
CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALES A discourse community is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about their goals. Linguist John Swales defined discourse communities as “groups that have goals and purposes, and CF 38: EVOLVING CONCEPTIONS OF GENRE BY CHRISTINE M. TARDY Curriculum. All participants were engaged in teaching English 101, the first course in a two-course FYW sequence. This curriculum used insights from Mike Palmquist’s textbook Joining the Conversation (2nd edition) and included a series of scaffolded assignments: a literacy narrative, genre analysis report, and community profile. Though the textbook does not explicitly advance a genre-based COMPOSITION FORUM: VOLUME 26: FALL 2012 Composition Forum is published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of Penn State University.Composition Forum ISSN: 1522-7502.ISSN: 1522-7502.
CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUM: VOLUME 39: SUMMER 2018 Composition Forum is published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of Penn State University.Composition Forum ISSN: 1522-7502.ISSN: 1522-7502.
CF 36: DALN AS PUBLIC UTILITY BY MICHAEL HARKER AND BEN Some Thoughts on the DALN as Public Utility. Michael Harker and Ben McCorkle. Figure 1. Badlands National Park Tweet. 24 Jan, 2017. It started with a tweet. In response to the incoming Trump administration’s science-resistant position to the issue of climate change, the official Twitter account for the Badlands National Parkbegan to push
COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 42: WRITING INSTRUCTION AND MEASURES OF QUALITY OF Writing Instruction and Measures of Quality of Education in Canadian Universities: Trends and Best Practices. Laura Reave. Abstract: This study examines the ways in which 28 top-rated Canadian universities are using required and elective courses to focus on developing student writing skills. Currently, 40 percent of the universities rated in CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BYSEE MORE ON COMPOSITIONFORUM.COM CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATESEE MORE ON COMPOSITIONFORUM.COM CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 34: WRITING PEDAGOGIES OF EMPATHY BY ERIC LEAKESEE MORE ON COMPOSITIONFORUM.COM CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUMCURRENT ISSUEFROM THE EDITORSWEBLOGEDITORIAL BOARDEDITORIAL POLICYSUBMISSIONS Composition Forum, a journal of the Association of Teachers of Advanced Composition (ATAC). CF 42: SERVICE BEFORE SELF BY LAURA J. DAVIESSEE MORE ON COMPOSITIONFORUM.COM CF 42: WRITING INSTRUCTION AND MEASURES OF QUALITY OF Writing Instruction and Measures of Quality of Education in Canadian Universities: Trends and Best Practices. Laura Reave. Abstract: This study examines the ways in which 28 top-rated Canadian universities are using required and elective courses to focus on developing student writing skills. Currently, 40 percent of the universities rated in CF 26: BEYOND KNOWLEDGE AND SKILLS BY DANA LYNN DRISCOLL Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions. Dana Lynn Driscoll and Jennifer Wells. Abstract: Previous transfer researchers within writing studies have made tremendous gains in understanding how social contexts and curricula influence writing behaviors. In this article, we argue that individual CF 24: “AUTHORIAL INTENT IN THE COMPOSITION CLASSROOM” BYSEE MORE ON COMPOSITIONFORUM.COM CF 19: “STYLE, STUDENT WRITERS, AND THE HANDBOOKS” BY NATESEE MORE ON COMPOSITIONFORUM.COM CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALESSEE MORE ON COMPOSITIONFORUM.COM CF 34: WRITING PEDAGOGIES OF EMPATHY BY ERIC LEAKESEE MORE ON COMPOSITIONFORUM.COM CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUM: VOLUME 44: SUMMER 2020 Composition Forum: Volume 44: Summer 2020. Special issue: Promoting Social Justice for Multilingual Writers on College Campuses. Guest editors: Norah Fahim, Jennifer Johnson, Eunjeong Lee, and Brooke Schreiber. From the Editors. Christian Weisser, Greg Giberson, Jody Shipka, Jennifer Johnson, Eunjeong Lee, Brooke Schreiber, and NorahFahim.
COMPOSITION FORUM: VOLUME 43: SPRING 2020 Chris Mays and Maureen McBride. Rhetorically-grounded Paraphrasing Instruction: Knowledge Telling versus Transforming. Nisha Shanmugaraj, Joanna Wolfe, and Sophie Wodzak. Knowing Students and Hearing Their Voices in Writing: Reconciling Teachers’ Stated Definitions of Voice with Their Response Practices. Ann N. Amicucci and Michelle E. Neely. CF 43: AN INTERVIEW WITH LAD TOBIN BY MICHAEL MICHAUD Michael Michaud. Abstract: In this interview, on the eve of his retirement in spring 2020, I speak with Dr. Lad Tobin about his career and work in composition and rhetoric, his commitment to the teaching of writing, including and especially personal or expressive writing, and his arguments about the continued relevance of creative-nonfictionto
CF 37: THE CONCEPT OF DISCOURSE COMMUNITY BY JOHN M. SWALES A discourse community is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about their goals. Linguist John Swales defined discourse communities as “groups that have goals and purposes, and CF 38: EVOLVING CONCEPTIONS OF GENRE BY CHRISTINE M. TARDY Curriculum. All participants were engaged in teaching English 101, the first course in a two-course FYW sequence. This curriculum used insights from Mike Palmquist’s textbook Joining the Conversation (2nd edition) and included a series of scaffolded assignments: a literacy narrative, genre analysis report, and community profile. Though the textbook does not explicitly advance a genre-based COMPOSITION FORUM: VOLUME 26: FALL 2012 Composition Forum is published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of Penn State University.Composition Forum ISSN: 1522-7502.ISSN: 1522-7502.
CF 44: DEVELOPING AN ANTIRACIST, DECOLONIAL PROGRAM BY Abstract: In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina CF 26: THE VALUE OF TROUBLESOME KNOWLEDGE BY LINDA ADLER The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Linda Adler-Kassner, John Majewski, and Damian Koshnick. Abstract: Using "threshold concepts" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in COMPOSITION FORUM: VOLUME 39: SUMMER 2018 Composition Forum is published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of Penn State University.Composition Forum ISSN: 1522-7502.ISSN: 1522-7502.
CF 36: DALN AS PUBLIC UTILITY BY MICHAEL HARKER AND BEN Some Thoughts on the DALN as Public Utility. Michael Harker and Ben McCorkle. Figure 1. Badlands National Park Tweet. 24 Jan, 2017. It started with a tweet. In response to the incoming Trump administration’s science-resistant position to the issue of climate change, the official Twitter account for the Badlands National Parkbegan to push
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MAY 6, 2021: VOL. 46 OF COMPOSITION FORUM NOW AVAILABLE!_Posted by _
Colleagues, We are pleased to announce the publication of Volume 46 of Composition Forum, now available at: http://compositionforum.com/. This issue includes the following features: An interview with Victor Villanueva Six articles addressing topics including writing prompts and faculty … More→*
MAY 3, 2021: CALL FOR PROPOSALS FOR A SPECIAL ISSUE OF COMPOSITION FORUM: ?THE DISCOURSE-BASED INTERVIEW: FORTY YEARS OF EXPLORING THE TACIT KNOWLEDGE OF WRITERS?_Posted by _
Guest editors: Neil Baird, Bowling Green State University, and Bradley Dilger, Purdue University In 1983, Lee Odell, Dixie Goswami, and Anne Herrington published ?The Discourse-Based Interview: A Procedure for Exploring the Tacit Knowledge of Writers in … More→*
FEBRUARY 16, 2021: CALL FOR APPLICATIONS: PROGRAM PROFILE EDITOR_Posted by _
Composition Forum, an open access journal of pedagogical theory in rhetoric and composition, is seeking an editor or co-editors for its Program Profiles section. Since 2006, the Program Profiles section of the journal has offered a … More→ _A journal of the Association of Teachers of Advanced Composition Published with the support and generous financial assistance of PennState University_
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