Drawn from quantitative and qualitative work of practitioners in the field, this edited collection provides an update to the Staples and Ornatowski's influential Foundations of Teaching Technical Communication (1997). The collection is organized around the broad themes of expanding pedagogy, shaping curriculum, incorporating technology, and engaging community. In each section, authors illustrate their experiences with teaching in the university technical communication classroom, addressing topics such as rethinking the role of internships, redesigning student learning outcomes for assessment practices, incorporating ethics into the technical communication classroom, using visual communication in community context, and engaging plain language. These sixteen chapters, taken as a whole or individually, provide readers with insights and examples into teaching technical communication in the 21st century.
Humanities scholars, in general, often have a difficult time explaining to others why their work matters, and eighteenth-century literary scholars are certainly no exception. To help remedy this problem, literary scholars Bridget Draxler and Danielle Spratt offer this collection of essays to defend the field’s relevance and demonstrate its ability to help us better understand current events, from the proliferation of media to ongoing social justice battles.
The result is a book that offers a range of approaches to engaging with undergraduates, non-professionals, and broader publics into an appreciation of eighteenth-century literature. Essays draw on innovative projects ranging from a Jane Austen reading group held at the public library to students working with an archive to digitize an overlooked writer’s novel.
Reminding us that the eighteenth century was an exhilarating age of lively political culture—marked by the rise of libraries and museums, the explosion of the press, and other platforms for public intellectual debates—Draxler and Spratt provide a book that will not only be useful to eighteenth-century scholars, but can also serve as a model for other periods as well. This book will appeal to librarians, archivists, museum directors, scholars, and others interested in digital humanities in the public life.
Contributors: Gabriela Almendarez, Jessica Bybee, Nora Chatchoomsai, Gillian Dow, Bridget Draxler, Joan Gillespie, Larisa Good, Elizabeth K. Goodhue, Susan Celia Greenfield, Liz Grumbach, Kellen Hinrichsen, Ellen Jarosz, Hannah Jorgenson, John C. Keller, Naz Keynejad, Stephen Kutay, Chuck Lewis, Nicole Linton, Devoney Looser, Whitney Mannies, Ai Miller, Tiffany Ouellette, Carol Parrish, Paul Schuytema, David Spadafora, Danielle Spratt, Anne McKee Stapleton, Jessica Stewart, Colleen Tripp, Susan Twomey, Nikki JD White, Amy Weldon
The field of English for Specific Purposes (ESP) is among the richest areas of second language research and practice because increasing globalization and changing technologies spawn new modes of intercultural connection and new occasions for second language use. English for Specific Purposes in Theory and Practice compasses this burgeoning field by presenting new research and commentary from some of the field’s leading scholars.
This volume explores ESP from academic (secondary and tertiary), occupational (business, medical, and legal), and socio-cultural perspectives. Recurring motifs throughout the volume are the effects of globalization, English as a lingua franca, and the impact of migrant populations. One of the major questions this volume seeks to answer is, How can ESP instructors meet their own teacher knowledge needs? Also considered is, How have ESP practitioners succeeded in gaining control of the knowledge they need to address their students’ needs?
In Environmental Policy Analysis and Practice, Michael R. Greenberg cuts through the complicated layers of bureaucracy, science, and the public interest to show how all policy considerations can be broken down according to six specific factors: 1) the reaction of elected government officials, 2) the reactions of the public and special interests, 3) knowledge developed by scientists and engineers, 4) economics, 5) ethical imperatives, and 6) time pressure to make a decision.
The book is organized into two parts, with the first part defining and illustrating each one of these criteria. Greenberg draws on examples such as nuclear power, pesticides, brownfield redevelopment, gasoline additives, and environmental cancer, but focuses on how these subjects can be analyzed rather than exclusively on the issues themselves. Part two goes on to describe a set of over twenty tools that are used widely in policy analysis, including risk assessment, environmental impact analysis, public opinion surveys, cost-benefit analysis, and others. These tools are described and then illustrated with examples from part one.
Weaving together an impressive combination of practical advice and engaging first person accounts from government officials, administrators, and leaders in the fields of public health and medicine, this clearly written volume is poised to become a leading text in environmental policy.
The second volume in applied ethics based on the distinguished Wayne Leys Memorial Lectureship Series.
With guidelines from legal reasoning, Michael D. Bayles examines “Moral Theory and Application.” Abraham Edel questions “Ethics Applied Or Conduct Enlightened?” The late Warner A. Wick shows in “The Good Person and the Good Society: Some Ideals Foolish and Otherwise” that devotion to ideals need not be either fanaticism or foolishness. John Lachs contends that many public gains are purchased at the cost of individuals being manipulated in “Public Benefit, Private Costs.” James E. Childress in “Gift of Life…” considers ethical issues in obtaining and distributing human organs. Carl Wellman in “Terrorism and Moral Rights” argues that there can be no “rights-based justification” for anti-abortion terrorism.
In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger’s concept of "community of practice" into an ethos of a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.
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