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Author: Patricia A. Dunn
Publisher: Boynton/Cook
ISBN:
Category : Critical pedagogy
Languages : en
Pages : 196
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Book Description
Patricia Dunn makes the case for a writing pedagogy that draws upon multiple literacies and then gives numerous, detailed examples of how that theory can be translated into classroom practice.
Author: Patricia A. Dunn
Publisher: Boynton/Cook
ISBN:
Category : Critical pedagogy
Languages : en
Pages : 196
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Book Description
Patricia Dunn makes the case for a writing pedagogy that draws upon multiple literacies and then gives numerous, detailed examples of how that theory can be translated into classroom practice.
Author: Martha Horn
Publisher: Stenhouse Publishers
ISBN: 1571104569
Category : Art
Languages : en
Pages : 274
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Book Description
"The book's lessons are organized by topic and include oral storytelling, drawing, writing words, assessment, introducing booklets, and moving writers forward. Based on the authors' work in urban kindergarten and first-grade classes, the essence and structure of many of the lessons lend themselves to adaptation through fifth grade."--Jacket.
Author: Karamo Brown
Publisher: Henry Holt and Company (BYR)
ISBN: 1250762227
Category : Juvenile Fiction
Languages : en
Pages : 21
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Book Description
I Am Perfectly Designed is an exuberant celebration of loving who you are, exactly as you are, from Karamo Brown, the Culture Expert of Netflix's hit series Queer Eye, and Jason Brown—featuring illustrations by Anoosha Syed. In this empowering ode to modern families, a boy and his father take a joyful walk through the city, discovering all the ways in which they are perfectly designed for each other. "With tenderness and wit, this story captures the magic of building strong childhood memories. The Browns and Syed celebrate the special bond between parent and child with joy and flair...Syed's bright, cartoon illustrations enrich the tale with a meaningful message of kindness and inclusion."—Kirkus
Author: Lynne Chapman
Publisher:
ISBN: 9781782213857
Category : Drawing
Languages : en
Pages : 128
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Book Description
Author: Andrew Causey
Publisher: University of Toronto Press
ISBN: 1442636653
Category : Art
Languages : en
Pages : 188
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Book Description
In this meditation/how-to guide on drawing as an ethnographic method, Andrew Causey offers insights, inspiration, practical techniques, and encouragement for social scientists interested in exploring drawing as a way of translating what they "see" during their research.
Author: Paul Heilker
Publisher: University Press of Colorado
ISBN: 1457193485
Category : Language Arts & Disciplines
Languages : en
Pages : 214
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Book Description
Keywords in Writing Studies is an exploration of the principal ideas and ideals of an emerging academic field as they are constituted by its specialized vocabulary. A sequel to the 1996 work Keywords in Composition Studies, this new volume traces the evolution of the field’s lexicon, taking into account the wide variety of theoretical, educational, professional, and institutional developments that have redefined it over the past two decades. Contributors address the development, transformation, and interconnections among thirty-six of the most critical terms that make up writing studies. Looking beyond basic definitions or explanations, they explore the multiple layers of meaning within the terms that writing scholars currently use, exchange, and question. Each term featured is a part of the general disciplinary parlance, and each is a highly contested focal point of significant debates about matters of power, identity, and values. Each essay begins with the assumption that its central term is important precisely because its meaning is open and multiplex. Keywords in Writing Studies reveals how the key concepts in the field are used and even challenged, rather than advocating particular usages and the particular vision of the field that they imply. The volume will be of great interest to both graduate students and established scholars.
Author: Julie Jung
Publisher: SIU Press
ISBN: 0809326108
Category : Language Arts & Disciplines
Languages : en
Pages : 222
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Book Description
In this precise and provocative treatise, Julie Jung augments the understanding and teaching of revision by arguing that the process should entail changing attitudes rather than simply changing texts. Revisionary Rhetoric, Feminist Pedagogy, and Multigenre Texts proposes and demonstrates alternative ways of reading, writing, and teaching that hear silences in such a way as to generate personal, pedagogical, and professional revisions. As both a challenge to prevailing revision pedagogies and an elaboration of contemporary feminist rhetorics, the volume encourages students and instructors to examine their identities as scholars of rhetoric and composition and to question how and why revision is taught. Jung analyzes feminist texts to identify a revisionary rhetoric that is, at its core, most concerned with creating a space in which to engage productively with issues of difference. This synthesis of feminist theory and revision studies yields a pedagogically useful definition of feminist rhetoric, through which Jung examines the insights afforded by multigenre texts in various related contexts: the academic essay, the discipline of rhetoric and composition studies, feminist composition, and the subfields of English studies including rhetoric and composition, literature, and creative writing. Jung illustrates how multigenre texts demand innovative methods of inquiry because they do not fit the conventions of any single genre. Because genre is inextricably tied to the construction of social identity, she explains, multigenre texts also offer a means for understanding and revising disciplinary identity. Boldly making a case for the revisionary power of multigenre texts, Jung retheorizes revision as a process of disrupting textual clarity so that differences can be identified, contended with, and perhaps understood. Revisionary Rhetoric, Feminist Pedagogy, and Multigenre Texts makes great strides towards defining feminist rhetoric and ascertaining how revision can be theorized, not just practiced. Jung also provides a multigenre epilogue that explores the usefulness of reconceiving revision as a progression towards wholeness rather than perfection.
Author: Shannon Walters
Publisher: Univ of South Carolina Press
ISBN: 1611173841
Category : Language Arts & Disciplines
Languages : en
Pages : 280
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Book Description
Rhetorical Touch argues for an understanding of touch as a rhetorical art by approaching the sense of touch through the kinds of bodies and minds that rhetorical history and theory have tended to exclude. In resistance to a rhetorical tradition focused on shaping able bodies and neurotypical minds, Shannon Walters explores how people with various disabilities—psychological, cognitive, and physical—employ touch to establish themselves as communicators and to connect with disabled and nondisabled audiences. In doing so, she argues for a theory of rhetoric that understands and values touch as rhetorical. Essential to her argument is a redefinition of key concepts and terms—the rhetorical situation, rhetorical identification, and the appeals of ethos (character), pathos (emotion), and logos (logic or message). By connecting Empedoclean and sophistic theories to Aristotelian rhetoric and Burkean approaches, Walters's methods mobilize a wide range of key figures in rhetorical history and theory in response to the context of disability. Using Empedocles' tactile approach to logos, Walters shows how the iterative writing processes of people with psychological disabilities shape crucial spaces for identification based on touch in online and real life spaces. Mobilizing the touch-based properties of the rhetorical practice of mētis, Walters demonstrates how rhetors with autism approach the crafting of ethos in generative and embodied ways. Rereading the rhetorical practice of kairos in relation to the proximity between bodies, Walters demonstrates how writers with physical disabilities move beyond approaches of pathos based on pity and inspiration. The volume also includes a classroom-based exploration of the discourses and assumptions regarding bodies in relation to haptic, or touch-based, technologies. Because the sense of touch is the most persistent of the senses, Walters argues that in contexts of disability and in situations in which people with and without disabilities interact, touch can be a particularly vital instrument for creating meaning, connection, and partial identification. She contends that a rhetoric thus reshaped stretches contemporary rhetoric and composition studies to respond to the contributions of disabled rhetors and transforms the traditional rhetorical appeals and canons. Ultimately, Walters argues, a rhetoric of touch allows for a richer understanding of the communication processes of a wide range of rhetors who use embodied strategies.
Author: Toni Glover
Publisher: Cambridge Scholars Publishing
ISBN: 1443808016
Category : Social Science
Languages : en
Pages : 200
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Book Description
"A vital new resource for rhetoric and composition teachers and writing program administrators has arrived. In the twenty years I have been training teachers and tutors of writing, there have been few collections that specifically address the training of teachers of composition. While excellent, such collections are often not updated to reflect the most current research in rhetoric and composition, especially those theoretical and pedagogical influences that Negotiating a Meta-Pedagogy includes. It is not surprising, then, that training composition teachers is often dependent upon cobbled-together course packs and anecdotal pedagogy. The field needs this book, and each contribution the editors have chosen significantly helps ratchet-up the pedagogy of pedagogy—and now rhetoric, long considered a meta-discipline by those of us in the field, has an official meta-pedagogy resource to call its own." -- Cynthia Haynes, Clemson University
Author: Lynne C. Shea
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072309
Category : Education
Languages : en
Pages : 223
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Book Description
Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.
