As digital reading has become more productive and active, the lines between reading and writing become more blurred. This book offers both an exploration of collaborative reading and pedagogical strategies for teaching reading and writing that reflect the realities of digital literacies. This edited scholarly collection offers strategies for teaching reading and writing that highlight the possibilities, opportunities, and complexities of digital literacies. Part 1 explores reading and writing that happen digitally and offers frameworks for thinking about this process. Part 2 focuses on strategies for the classroom by applying reading theories, design principles, and rhetorical concepts to instruction. Part 3 introduces various disciplinary implications for this blended approach to writing instruction. What is emerging is new theories and practices of reading in both print and digital spaces—theories that account for how diverse student readers encounter and engage digital texts. This collection contributes to this work by offering strategies for sustaining reading and cultivating writing in this landscape of changing digital literacies. The book is essential for the professional development of beginning teachers, who will appreciate the historical and bibliographic overview as well as classroom strategies, and for busy veteran teachers, who will gain updated knowledge and a renewed commitment to teaching an array of literacy skills. It will be ideal for graduate seminars in composition theory and pedagogy, both undergraduate and graduate; and teacher education courses, and will be key reading for scholars in rhetoric and composition interested in composition history, assessment, communication studies, and literature pedagogy.
Everything's an argument with readings ( 5th ed . ) . Boston , MA : Bedford / St . Martin's . Lutzker , M. ( 1995 ) . What writing - across - the - curriculum instructors can learn from librarians . In J. Sheridan ( Ed . ) , Writing ...
Contributors include, among others, J. Hillis Miller, Richard Lanham, Wayne Booth, Walter Ong, Elaine P. Maimon, Robert Scholes, E. D. Hirsch, and Edward P. J. Corbett. Horner introduces the collection by ... Horning, Alice S. 1987.
Bergmann, Linda S. “Re: Writing Intensive Course Criteria. ... Bergmann, Linda S., and Janet S. Zepernick. ... Ethnographic Writing Research: Writing It Down, Writing It Up, and Reading It. Portsmouth, NH: Boynton/Cook, 1999. Print.
authority in writing ; Fishman and McCarthy's ( 1996 ) presentation of a progressive pedagogy based on Dewey's educational ... by the instructor and the course reader , entitled Rereading America ( Colombo , Cullen , & Lisle , 1989 ) .
In this volume, Scholes’s scholarship is included alongside original essays, providing a resource for those considering everything from the place of the English major in the twenty-first century to best practices for helping students ...
This handbook brings together scholars from around the globe who here contribute to our understanding of how digital rhetoric is changing the landscape of writing.
As part of our reframed approach to teaching information literacy, we became collaborative partners in developing ways to help students rethink their relationship to source materials, focusing on practices of inquiry that emphasized why ...
The book also Introduces the idea of digital writing as a mode of thinking, applicable to all grades and disciplines Examines current trends, best practices, research, and issues in the teaching of digital writing Offers practical solutions ...
In a data-driven world, anything can be data. As the techniques and scale of data analysis advance, the need for a response from rhetoric and composition grows ever more pronounced.
In Process This, Nancy DeJoy argues that even recent revisions to composition studies, cultural studies, service learning, and social process movements--continue to repress the subjects and methodologies that should be...