Jaydelle Celestine, Did I Create the Process? Or Did the Process Create Me? īrittany Halley, Materiality Matters: How Human Bodies and Writing Technologies Impact the Composing Process Richard Straub, Responding - Really Responding - to Other Students’ Writing Teresa Thonney, Teaching the Conventions of Academic Discourse Gallagher, Considering the Comments: Theorizing Online Audiences as Emergent Processes Mike Rose, Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block Nancy Sommers, Revision Strategies of Student Writers and Experienced Adult Writers Sondra Perl, The Composing Processes of Unskilled College Writers Among them are new pieces on the nature of audience in online commenting, the daily literacy practices of multilingual writers, online advocacy for people with autism, and language use in reporting about different communities.Ĭhapter 1: Investigating Writing: Threshold Concepts and TransferĬhapter 2: Readers, Writers, and Texts: Understanding Genre and Rhetorical ReadingĬhapter 3: Research: Participating in Conversational Inquiry about Writing New readings throughout Part Two reflect contemporary uses of writing in the world. An entirely new set of readings for Chapter 6 helps students understand and consider the implications of rhetorical theory. Using a conversational style and accessible examples, the authors cover such topics as the diversity of language and writing practices, what genres are and how writers depend on them, principles of rhetorical reading, and guidelines for conducting primary research on writing.Ī new threshold concept, “rhetorical choices shape worlds,” focuses on how rhetorical practices have significant impacts on inclusion, equity, and justice (Chapter 6). In these chapters, Wardle and Downs lay the foundation for students to engage with the readings and frame their work as inquiry. In Part One (Chapters 1-3), Wardle and Downs empower students to enter the conversation about writing and value the diversity of their language use and experiences. Achieve also includes a new interactive tutorial on "Reading Scholarly Essays." Major Writing Assignment options in every chapter provide scaffolded instruction for engaging in writing studies research at an appropriate level for first-year students.Īchieve for Writing about Writing includes the e-book of Writing about Writing, new Meta Moment writing prompts by Wardle and Downs, an online handbook, and a flexible, integrated suite of tools for designing and facilitating writing assignments. Chapter 3 guides students through the research process. Writing assignments encourage students to formulate their own questions about writing and pursue answers through reflection and research. Student essays within the readings illustrate students’ ability to contribute to the conversation about writing. Through pre- and post-reading questions, students are shown how to see texts as springboards to explore their own experiences with writing, discourse, and literacy. Readings introduce transformative ideas in Rhetoric and Writing Studies, with scaffolded support for students. Chapter 1 explains what threshold concepts are Chapters 4-7 each take up a threshold concept for students to explore through readings, journal and discussion questions, and writing assignments. Join the movement that is transforming First-Year Compositionįocuses on threshold concepts - central ideas that students need to understand in order to progress as writers. A new threshold concept, “Rhetorical choices shape worlds,” is supported by a new, more diverse and inclusive set of readings in Part Two. The Part One chapters explain the value of investigating writing, introduce threshold concepts and the notion of transfer, detail the elements of genre and rhetorical reading, and offer a guide for conducting writing studies research at a level appropriate for undergraduates. Students are prepared in Part One to engage with the readings in Part Two. As they come to a deeper understanding of these threshold concepts, students are able to transfer their understanding to any writing situation they encounter. Unique to Wardle and Downs’ approach, the text presents “threshold concepts” about writing-central ideas that writers need to understand in order to progress. It does so by making writing itself the subject of inquiry. Since its initial publication, Writing about Writing has empowered tens of thousands of students to investigate assumptions about writing and to explore how writing works.
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