Writing Mattersoffers writing instructors and students a four-part framework that focuses the rules and conventions of writing through a lens of responsibility, empowering students to own their ideas and to view their writing as consequential.Writing Mattershelps students recognize and respect their role in writing by focusing on four key areas of responsibility: Their responsibility to other writers, to their audience, to their topic, and to themselves.Howard's teaching experience has proven that students are more likely to write effectively and responsibly when they think of themselves as writers rather than as error-makers.Writing Mattersaddresses students respectfully as mature and capable fellow writers in the research and writing process.
With growing academic responsibilities, family commitments, and inboxes, scholars are struggling to fulfill their writing goals. A finished book—or even steady journal articles—may seem like an impossible dream. But, as Joli Jensen proves, it really is possible to write happily and productively in academe. Jensen begins by busting the myth that universities are supportive writing environments. She points out that academia, an arena dedicated to scholarship, offers pressures that actually prevent scholarly writing. She shows how to acknowledge these less-than-ideal conditions, and how to keep these circumstances from draining writing time and energy. Jensen introduces tools and techniques that encourage frequent, low-stress writing. She points out common ways writers stall and offers workarounds that maintain productivity. Her focus is not on content, but on how to overcome whatever stands in the way of academic writing. Write No Matter What draws on popular and scholarly insights into the writing process and stems from Jensen’s experience designing and directing a faculty writing program. With more than three decades as an academic writer, Jensen knows what really helps and hinders the scholarly writing process for scholars in the humanities, social sciences,and sciences. Cut down the academic sword of Damocles, Jensen advises. Learn how to write often and effectively, without pressure or shame. With her encouragement, writers of all levels will find ways to create the writing support they need and deserve.
Challenging more limited approaches to service learning, this book examines writing instruction in the context of universities fully engaged in community partnerships.
Written Matter" is a selection of texts (translated and transcribed) alongside original pages from artist Gabriel Orozco's workbooks. The book takes as its starting point the year 1992, when Orozco began to travel and exhibit around the world, without maintaining a permanent studio. The notes and drawings in these workbooks became indispensable to the development of his ideas and projects.
No less than other divisions of the college or university, contemporary writing centers find themselves within a galaxy of competing questions and demands that relate to assessment—questions and demands that usually embed priorities from outside the purview of the writing center itself. Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues. In Building Writing Center Assessments that Matter, Schendel and Macauley start from the kinds of assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local needs and put them in useful dialogue with the larger needs of their institutions, while staying rooted in writing assessment theory. The authors begin from the position that tutoring writers is already an assessment activity, and that good assessment practice (rooted in the work of Adler-Kassner, O'Neill, Moore, and Huot) already reflects the values of writing center theory and practice. They offer examples of assessments developed in local contexts, and of how assessment data built within those contexts can powerfully inform decisions and shape the futures of local writing centers. With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. But, like the modeling often used in a writing consultation, examples here illustrate how important assessment principles have been applied in a range of local contexts. Ultimately, Building Writing Assessments that Matter describes a theory stance toward assessment for writing centers that honors the uniqueness of the writing center context, and examples of assessment in action that are concrete, manageable, portable, and adaptable.
No less than other divisions of the college or university, contemporary writing centers find themselves within a galaxy of competing questions and demands that relate to assessment—questions and demands that usually embed priorities from outside the purview of the writing center itself. Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues. In Building Writing Center Assessments that Matter, Schendel and Macauley start from the kinds of assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local needs and put them in useful dialogue with the larger needs of their institutions, while staying rooted in writing assessment theory. The authors begin from the position that tutoring writers is already an assessment activity, and that good assessment practice (rooted in the work of Adler-Kassner, O'Neill, Moore, and Huot) already reflects the values of writing center theory and practice. They offer examples of assessments developed in local contexts, and of how assessment data built within those contexts can powerfully inform decisions and shape the futures of local writing centers. With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. But, like the modeling often used in a writing consultation, examples here illustrate how important assessment principles have been applied in a range of local contexts. Ultimately, Building Writing Assessments that Matter describes a theory stance toward assessment for writing centers that honors the uniqueness of the writing center context, and examples of assessment in action that are concrete, manageable, portable, and adaptable.
A guide to writing with the reader in mind If you want people to read your writing, it has to be readable. In Academic Writing as if Readers Matter, Leonard Cassuto offers academic writers a direct, practical prescription for writing that will be read and understood: Take care of your reader. With a wealth of examples from the arts and sciences, this short, witty book provides invaluable advice to writers at all levels, in all fields, on how to write better for both specialized and broad audiences. Good academic writing depends on connecting with readers, earning their time and attention. Cassuto offers tips and advice on how to sharpen arguments and make complex ideas compelling. He addresses the workings of introductions and conclusions, transitions, signposts, paragraphs, and sentences—all the building blocks of academic writing. He also shows how storytelling and metaphor can make your prose more engaging than you thought possible. And he explains the proper use of that most dangerous of tools: jargon. This book can make any academic writer—including you—into a better writer. That means becoming a better communicator of the ideas and discoveries you want the world to grasp. For the sake of readers inside the academy and beyond it, Academic Writing as if Readers Matter shows how and why you have to make your writing connect with the people you’re writing for.
