Rehearsing New Roles: How College Students Develop as Writers

In Rehearsing New Roles: How College Students Develop as Writers, Lee Ann Carroll argues for a developmental perspective to counter the fantasy held by many college faculty that students should, or could, be taught to write once so that ever after, they can write effectively on any topic, any place, any time. Carroll demonstrates in this volume why a one- or two-semester, first-year course in writing cannot meet all the needs of even more experienced writers. She then shows how students' complex literacy skills develop slowly, often idiosyncratically, over the course of their college years, as they choose or are coerced to take on new roles as writers.

Learning Re-Abled: The Learning Disability Controversy and Composition Studies

In the first comprehensive study to connect composition and learning disabilities, Patricia Dunn both challenges and confirms what many believe about writing. Learning Re-Abled examines the many issues that contribute to the learning disability controversy and provides historical perspectives on LD and composition, showing how the two fields complement and conflict with each other. She discusses the disagreements surrounding different educational approaches and makes sense of the claims and counterclaims of the experts.

A New Literacies Dictionary: Primer for the Twenty-first Century Learner

The book is addressed to twenty-first century teachers and twenty-first century learners. The hyperlinked entries are a resource, a reference, and a tool for those interested in teaching lessons in new literacies or for those seeking ideas, samples, discussions, and reflections on digital and multimodal texts. An underlying goal of the dictionary is to connect teachers and students in the twenty-first century with a resource that offers multi-literate inspiration in an age of ever-changing literacy.

Design Discourse: Composing and Revising Programs in Professional and Technical Writing

DESIGN DISCOURSE: COMPOSING AND REVISING PROGRAMS IN PROFESSIONAL AND TECHNICAL WRITING addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures - what the editors characterize as the "art and science of writing" - often by addressing explicitly the tensions between them. DESIGN DISCOURSE offers insights into the high-stakes decisions made by program designers as they seek to "function at the intersection of the practical and the abstract, the human and the technical."

Helping Doctoral Students Write - Pedagogies for Supervision

This essential guide offers a new approach to doctoral writing, written specifically for doctoral supervisors. Rejecting the DIY websites and manuals that promote a privatised skills-based approach to writing research, Kamler and Thomson offer a new framework for scholarly work to help doctorate students produce clear and well-argued dissertations. Drawing on a wide range of research and hands-on experience, the authors argue that making an original contribution to scholarly knowledge requires doctoral candidates to do both text and identity work. Their discussion of the complexities of forming a scholarly identity is illustrated by the stories and writing of real doctoral students.