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Junior Faculty Development is designed to encourage mentoring and developmental programs for junior professors. It also serves as a self-help manual for junior and senior faculty members at a variety of institutions, from junior colleges to research universities, and as a guide for job seekers who want to evaluate an academic institution’s developmental programs.
Jarvis has studied existing junior faculty development programs; interviewed over one hundred teachers, researchers, and administrators; and reviewed the fields of personnel and faculty development. This volume offers recommendations for incentives, evaluation techniques, and model programs that promote not only sound research and writing habits but also the art of good teaching and institutional citizenship.
Now in its fourth printing, this collection of thirteen essays reviews the major scholarship in a variety of fields that are shaping composition studies, including rhetoric, literary theory, cognitive studies, collaborative learning, and artificial-intelligence research.
Writing Theory and Critical Theory discusses the growing body of work linking composition studies and literary studies. Enlisting the strategies of deconstruction, hermeneutics, postmodernism, feminism, neo-Marxism, neopragmatism, psychoanalysis, reader-response criticism, and cultural studies, the twenty-seven contributors investigate the resources that critical theory can bring to an examination of discourse. Composition teachers, critical theorists, and writing program administrators will find this collection a provocative and insightful overview of the field of composition studies.
Recent surveys indicate that writing-in-the-disciplines programs have been established or projected by more than one-third of the colleges and universities in the United States. The fourteen essays in this volume chart the history of this interdisciplinary development in both the United States and Great Britain and examine the wide range of forms that writing-in-the-disciplines programs have taken in American higher education. The collection outlines the social, intellectual, and political forces that have shaped the movement; presents perspectives on the programs from disciplines outside English studies; describes the relations among writing, teaching, and learning; and considers the future of the movement.
Computers, this collection of essays suggests, are transforming texts, language, and literacy itself. In easy-to-understand language, Literacy and Computers discusses computer-related issues within several larger contexts: the politics, social implications, and economics of literacy education; the roles of authors and readers; the nature of interpretation and subjectivity; and the ways in which human beings construct meaning. The first three parts of the volume examine
The fourth part pulls together the multiple voices of the previous contributions and urges readers to venture beyond early studies of computers in composition classrooms. Addressed to novice and expert computer users alike, Literacy and Computers describes the possibilities—and the difficulties—posed by the new technologies.
Why do people speak the way they do? And why does the way they speak make so much difference? This collection of essays on language variation offers fascinating answers to these intriguing questions and explores key issues in the field. Designed to help teachers and students in high school and college investigate the scope and implications of language variation in North American English, thirty-nine essays, all original, offer a wealth of practical advice and provide exercises and assignments as well as suggestions for classroom projects and fieldwork. The authors approach their subjects from a variety of fields, including dialectology, historical linguistics, sociolinguistics, and lexicography. Teachers, students, and language buffs alike will find an engrossing array of insights and ideas in this up-to-date study of a topic that has never been more pertinent than it is today.
In this collection of thirty-nine essays on classroom advocacy in theory and practice, educators from a range of disciplines and political persuasions explore the possibilities and limitations of the influence teachers have over students.
This collection of essays and materials aims to help teachers design courses in which students use out-of-print books, autobiographies, letters, diaries, memoirs, and oral testimonies by the women of their region.
This book celebrates “the arrival of a national literature on the international stage.” As the editor, Arnold E. Davidson, writes, “Books by Canadian authors are being read outside Canada in greater numbers than ever before. . . . Canadian studies (in its various aspects) is now taught in many countries, and many of those countries have their own academic associations to further Canadian studies.”
Intended primarily for nonspecialists, the twenty essays in the volume suggest the breadth of Canadian literature and illustrate the range and variety of contemporary Canadian criticism. The first section contains eight essays on Canadian writing in English; the second, eight essays on Canadian writing in French. Each section begins with an overview essay on the historical development of the literature. In the third section, four comparative essays “cross and conjoin the linguistic divide.” The volume concludes with annotated bibliographic guides to Québec literature and English-Canadian literature, a list of contributors, and an index.
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