In this book, the author explores the teaching of writing within first-year learning communities through a dynamic discussion of learning community history, post-process writing theory, and the central tenet that context matters for effective writing instruction. Illustrating the importance of contextuality in the teaching of writing, a detailed examination of a learning community programme at a large state university if provided. In a series of surveys, interviews, and document sharing, student and faculty participants explain how writing instruction operates within and against structural collaboration and integration. The perspectives of the participants highlight the complexities, constraints, and dilemmas that both guide and impede the benefits of the learning community experience, and lead to recommendations for the development or improvement of writing instruction in learning communities and elsewhere. Most importantly, the book confirms the positive elements of teaching writing in learning community programmes while reminding scholars, teachers, and administrators of the necessity of difficult interdisciplinary work—especially how the best ideas and institutions result for a situated and contextual negotiation of disparate perspectives.
| ISBN: | 9781612891231 |
| Publication date: | 30th August 2013 |
| Author: | Paul Walker |
| Publisher: | Hampton Press |
| Format: | Paperback |
| Pagination: | 212 pages |
| Series: | Research and Teaching in Rhetoric and Composition |
| Genres: |
Writing and editing guides Teaching of a specific subject |
In this book, the author explores the teaching of writing within first-year learning communities through a dynamic discussion of learning community history, post-process writing theory, and the central tenet that context matters for effective writing instruction. Illustrating the importance of contextuality in the teaching of writing, a detailed examination of a learning community programme at a large state university if provided. In a series of surveys, interviews, and document sharing, student and faculty participants explain how writing instruction operates within and against structural collaboration and integration. The perspectives of the participants highlight the complexities, constraints, and dilemmas that both guide and impede the benefits of the learning community experience, and lead to recommendations for the development or improvement of writing instruction in learning communities and elsewhere. Most importantly, the book confirms the positive elements of teaching writing in learning community programmes while reminding scholars, teachers, and administrators of the necessity of difficult interdisciplinary work—especially how the best ideas and institutions result for a situated and contextual negotiation of disparate perspectives.
Writing in Context features in the following genres: Writing and editing guides, Teaching of a specific subject
Writing in Context is available in Paperback, Hardback
Writing in Context was written by Paul Walker and published by Hampton Press
Writing in Context has 212 pages
Yes it is part of Research and Teaching in Rhetoric and Composition series