The purpose of this [text] is to argue in favor of a 'pedagogy of textual conversation,' a pedagogy made possible in large part by electronic technology, by computer mediated communication. Informing the argument is a deep philosophical commitment to conversation itself as the primary mode of meaning-making in both social and personal life. Material presented in support of the main argument is drawn from current and past pedagogical and communications theory as well as from ethnographic research conducted in the fall semester of 1994 in which students in an English composition class were linked to students in an education class via a single VAX electronic conference. Actual experiences in the electronic medium are forwarded to suggest that those who engage in extensive textual conversation with one another benefit from improved rhetorical skills, understanding of course content, the ability to make connections between ideas, and a liberalization of ideological views. But this [book] is not meant only to argue this issue in a classical or academically authorized sense, i.e., as a monological exercise of logic and reason with its inevitable linear development and closure. It is meant also to enact a conversational model. Thus it is a hybrid form of writing, a fugue-like composition which, like its musical counterpart is a polyphonic (multi-vocal) composition based upon several related, but different themes enunciated by several voices or parts in turn, subjected to contrapuntal treatment, and which gradually builds up into a complex form having distinct divisions or stages marked at the end by an open-ended climax rather than a conclusion. In other words, the work as a whole is in great part the subject of itself.
The GNOME Documentation Project (GDP) aims to provide GNOME and GNOME applications with a complete, intuitive, and clear documentation system. At the center of the GDP is Yelp, which presents a unified interface to GNOME-specific documentation as well as other Linux documentation such as man pages and texinfo documents. The GNOME Help System provides a comprehensive view of documentation on a machine by dynamically assembling the documentation of GNOME applications and components which are installed.
This online, edited collection explores discursive, visual, social, and other communicative features of weblogs. Essays analyze and critique situated cases and examples drawn from weblogs and weblog communities. Such a project requires a multidisciplinary approach, and contributions represent perspectives from Rhetoric, Communication, Sociology, Cultural Studies, Linguistics, and Education, among others.
The scientific basis, inference assumptions, regulatory uses, and research needs in risk assessment are considered in this two-part volume. The first part, Use of Maximum Tolerated Dose in Animal Bioassays for Carcinogenicity, focuses on whether the maximum tolerated dose should continue to be used in carcinogenesis bioassays. The committee considers several options for modifying current bioassay procedures. The second part, Two-Stage Models of Carcinogenesis, stems from efforts to identify improved means of cancer risk assessment that have resulted in the development of a mathematical dose-response model based on a paradigm for the biologic phenomena thought to be associated with carcinogenesis.
Language Connections, originally published by NCTE in 1982, focuses on general language skills teachers in all disciplines can use 'to enhance student learning and, at the same time, reinforce the more specific language skills taught by reading, writing and speech teachers' (ix). The 12 chapters address issues including journal writing, problem solving approaches to writing, transactional writing, writing to learn, reading processes, and conferencing. An annotated bibliography is provided.
This revision brings the standard on report writing into the electronic age by including de facto document type definitions (DTDs) to describe the structure of reports so the document can be electronically processed using document imaging, OCR, compression/decompression, and optical media storage of full text. Z39.18 also provides explicit guidance on the preparation of reports in the traditional print environment. Included are directions on the bibliographic data elements that should appear on the cover and title page of a report, a description of the scope of each section of a report and instruction on the most effective communication of textual and visual information and tabular materials. Recommendations on publication formats, the use of figures and tables, the presentation of numbers and units, formulas and equations, and symbols, abbreviations and acronyms are also given. Z39.18 supersedes MIL-STD-847B and is approved for use by the Department of Defense (DoD).
This collection of thoughtful, thoroughly grounded essays explores the design of writing-across-the-curriculum programs in new and maturing programs. The collection also contains an appendix listing the results of the first comprehensive survey of writing-across-the-curriculum programs in the United States, Puerto Rico, and Canada.
Teaching Writing Across the Curriculum, presented here in its third edition, provides a comprehensive, accessible discussion of teaching writing across the curriculum. Written by one of the leaders in the field of writing across the curriculum (WAC), it offers a brief introduction to WAC and then discusses how writing can be used to help students learn and communicate. Art Young writes that this book can 'serve as a guide to teachers who have been assigned or who have volunteered to teach a required 'writing-intensive' course in their discipline as well as to faculty who themselves decide to include student writing. whether occasionally or frequently, in their courses.' In addition to serving as a guide for teachers of WAC courses, this book also serves as an invaluable resource for faculty in English departments and writing programs.
A compilation of some of the useful messages posted on TWIN from 1997 through 2002, in Microsoft CHM format (for some reason). These messages are classified into different topic areas, such as Tools, Career-Related, Best Practices, Grammar, etc.
This project examines commonplace notions of text and intertextuality, the idea that “writing is recursive,” the disciplinary identification and preoccupation with composition rather than writing, and the historical privileging of pedagogy over (and often in lieu of) curriculum development. In tracing these commonplaces, I also work to establish new directions for our research that are sometimes grounded in our own, often overlooked disciplinary theory, while also moving outside of the humanities in search of cross-disciplinary collaboration.
The words 'white paper' in the title of a document no longer indicate a detailed and authoritative report. Many white papers today are overly long product brochures weighed down by weak organization, confusing content, unsupported assertions, and poor document design. If you follow the instructions in this guide, you will write real white papers: authoritative business communications that achieve marketing goals by explaining technical ideas clearly with a compelling presentation of business value.
Addressing the design, funding, operation, and underlying pedagogical principles of WAC programs, this comprehensive collection of essays offers important advice to WAC program designers and teachers. In 12 chapters, the contributors to this important collection discuss issues including program design, writing in the disciplines, writing to learn, writing-intensive courses, and the relationships among WAC programs, first-year writing programs, general education, and writing centers.
The editors of Writing in Knowledge Societies provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education. Writing in Knowledge Societies helps us conceptualize the ways in which rhetoric and writing work to organize, (re-)produce, undermine, dominate, marginalize, or contest knowledge-making practices in diverse settings, showing the many ways in which rhetoric and writing operate in knowledge-intensive organizations and societies.
This is the first in a series of online books sponsored by the WAC Clearinghouse. The chapters in this edited collection consider human activity and writing from three different perspectives: the role of writing in producing work and the economy; the role of writing in creating, maintaining, and transforming socially located selves and communities; and the role of writing formal education. The editors observe, 'The activity approaches to understanding writing presented in this volume give us ways to examine more closely how people do the work of the world and form the relations that give rise to the sense of selves and societies through writing, reading, and circulating texts. These essays provide major contributions to both writing research and activity theory as well as to the recently emerged but now robust research tradition that brings the two together.'