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A College Reader. Textbook Solutions: High quality step-by-step solutions for thousands of textbooks (including this one). Expert Q&A: Access to millions of questions posted by students and solved by vetted Chegg experts. By Writing about Writing 3rd edition Total Price: Billed monthly. Cancel anytime. Community Reviews. The concept is that first year writing courses can be about writing rather than some other imposed content. Some of the essays in this anthology are graduate level, but quite a few would be good for a community college audience. I particularly like the selections by Donald Murray, Peter Elbow, and the excerpt from Malcolm X. Writing about Writing: A College Reader. Expertly curated help for Writing about Writing: A College Reader. Plus easy-to-understand solutions written by experts for thousands of other textbooks.You will get your 1st month of Bartleby for FREE when you bundle with these textbooks where solutions are available ($9.99 if sold separately.).
Preview — Writing about Writing by Elizabeth Wardle
When Doug Downs and Elizabeth Wardle published their article “Teaching about Writing, Righting Misconceptions” in June 2007, they challenged the field to imagine a new approach to first-year composition. Their groundbreaking new reader, Writing About Writing, does exactly that, by encouraging students to draw on what they know in order to contribute to ongoing conversation...more
Published December 28th 2010 by Bedford/St. Martin's
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Mar 29, 2019Joe rated it liked it
I’ve been working with the third edition of this anthology in a sophomore/ junior level course, Intro to Writing Studies.
It’s hard for me to imagine using this text in a more general, introductory writing course, since it is not only tightly focused on a particular subfield of English (comp/rhet), but weighted quite heavily toward work done in the 1980s in that field. If you’re interested in studying or teaching Comp, then great, there are a lot of classic pieces here for you to read. But if yo...more
It’s hard for me to imagine using this text in a more general, introductory writing course, since it is not only tightly focused on a particular subfield of English (comp/rhet), but weighted quite heavily toward work done in the 1980s in that field. If you’re interested in studying or teaching Comp, then great, there are a lot of classic pieces here for you to read. But if yo...more
Disclaimer: I am required to teach from this text, as I work in a department lead by its lead author.
That said, I drank the Kool-Aid and appreciate this approach to composition. It's challenging for teachers, and even more challenging for students, but in a way that respects both them and the field in which they are working.
The text provides a helpful tone when addressing the student directly and works to make the articles within more accessible. The teacher's edition supplements (written by m...more
That said, I drank the Kool-Aid and appreciate this approach to composition. It's challenging for teachers, and even more challenging for students, but in a way that respects both them and the field in which they are working.
The text provides a helpful tone when addressing the student directly and works to make the articles within more accessible. The teacher's edition supplements (written by m...more
Dec 17, 2016Michael rated it liked it · review of another edition
Wow, that was a long one, but I finally finished. I had been wanting to read this book for a while since I am a teacher of writing composition. The concept is that first year writing courses can be about writing rather than some other imposed content. Some of the essays in this anthology are graduate level, but quite a few would be good for a community college audience. I particularly like the selections by Donald Murray, Peter Elbow, and the excerpt from Malcolm X, 'How I Learned to Read and Wr...more
Dec 16, 2013Margaret rated it really liked it
The university I teach at uses this textbook for their Writing 2 course. This was the first time I've taught Writing 2 or used this textbook, and I found the articles refreshingly academic. As opposed to textbooks that 'talk down' to students, the articles in Writing About Writing address issues and debates within the composition community; these are peer-reviewed, academic articles about writing, written in the language we as teachers are trying to get our students to emulate.
That being said,...more
That being said,...more
Jan 18, 2016Nerdread rated it liked it · review of another edition
I was not the target audience for this book due to that I did not found it as helpful as I have hoped. Still I have learned great things from it.
My opinion - Not a good book for freshman college students
Oct 22, 2012My opinion - Not a good book for freshman college students
Emily rated it it was amazing
Shelves: literary-criticism-and-writing, textbooks
First-year comp reader built around selections of composition theory. Great assignment sequences. Challenging reading for students but very do-able assignments. My current fave FYC textbook.
Renee Gaumond rated it really liked it
Dec 21, 2014
Dec 21, 2014
David Boeving rated it really liked it
Aug 21, 2014
Aug 21, 2014
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About the Author: Elizabeth Wardle is Professor and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University (OH). She was Chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF), and Director of Writing Programs at UCF and University of Dayton. These experiences fed her interest in how students learn and repurpose what they know in new settings. With Linda Adler-Kassner, she is co-editor of Naming What We Know: Threshold Concepts of Writing Studies, winner of the WPA Award for Outstanding Contribution to the Discipline (2016).
Doug Downs is an associate professor of rhetoric and composition in the Department of English at Montana State University. His research interests center on research-writing pedagogy both in first-year composition and across the undergraduate curriculum. He continues to work extensively with Elizabeth Wardle on writing-about-writing pedagogies and is currently studying problems of researcher authority in undergraduate research in the humanities.'
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