Few composition scholars two decades ago would have imagined the rate at which their field is now developing, expanding beyond its boundaries, creating new alliances, and locating new sites for research and generation of knowledge. In their introduction to this volume, Farris and Anson argue that, faced with a welter of competing models, compositionists too quickly dichotomize and dismiss.
The contributors to Under Construction, therefore, address themselves to the need for commerce among competing visions of the field. They represent diverse settings and distinct points of view, but their over-riding interest is in promoting a view of the field that values interaction and mutual development above dogmatics and isolation.
Understanding Language Structure, Interaction, and Variation is an introduction to the study of language and applied linguistics for students who have had a minimum of exposure to the discipline of linguistics. Using clear, easy-to-understand explanations and examples, this text avoids the in-depth theoretical coverage found in texts written for those who specialize in linguistics or SLA. As a result, this book is perfect for students whose chosen fields require them to be acquainted with the ways language works--such as future teachers, psychologists, sociologists, and anthropologists--but who do not intend to become linguists. The text is also suitable for English or ESL/EFL teachers who need a reference volume about various aspects of language, particularly as it applies to teaching. Each chapter includes research projects and further readings.
The third edition of Understanding Language Structure, Interaction, and Variation features a new design and reorganization. All content has been significantly revised and updated. Each chapter also debunks a common language myth and now incorporates exercises that, for prior editions, appeared in a supplementary workbook. Extra practice for students is available online, as is additional materials for teachers. (There is no workbook for the third edition.)
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
CONTRIBUTORS:
Aaron Blackwelder
Susan D. Blum
Arthur Chiaravalli
Gary Chu
Cathy N. Davidson
Laura Gibbs
Christina Katopodis
Joy Kirr
Alfie Kohn
Christopher Riesbeck
Starr Sackstein
Marcus Schultz-Bergin
Clarissa Sorensen-Unruh
Jesse Stommel
John Warner
In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them. While acknowledging that some of the foundational insights of poststructuralist theory can be difficult to translate to the classroom, Barnard upends several especially intransigent tenets that continue to influence the teaching of writing and how students are encouraged to understand writing.
Using six major principles of writing classrooms and textbooks—clarity, intent, voice, ethnography, audience, and objectivity—Barnard looks at the implications of poststructuralist theory for pedagogy. While suggesting some evocative poststructuralist pedagogical practices, the author focuses on diagnosing the fault lines of composition's refusal of poststructuralism rather than on providing "solutions” in the form of teaching templates.
Upsetting Composition Commonplaces addresses the need to more effectively engage in poststructuralist concepts in composition in an accessible and engaging voice that will advance the conversation about relations between the theory and teaching of writing.
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2024
The University of Chicago Press