Exploring College Writing: Reading, Writing, and Researching Across the Curriculum

Reference

Melzer, Dan

Writing, Research & Publishing Guides

Longman Pub. Group

A colorful and current reader, Everthhing's A Text captures our information age by utilizing mediums of print, visual, and digital text that students encounter daily. Students will view a range of texts from blogs to lyrics to advertisements to graffiti that are coupled with a variety of open-ended projects, allowing them to think critically and creatively about the readings. This hip reader has the most diverse genres in its class to more effectively prepare students for college-level reflection and analysis.

Everything's a Text: Readings for Composition

Coxwell-Teague, Deborah

Words, Language & Grammar

Pearson

A 2008 survey of Writing Across the Curriculum (WAC) programs found that nearly half of those identified in a 1987 survey no longer existed twenty years later, pointing to a need for an approach to WAC administration that leads to programs that persist over time. In Sustainable WAC, current or former WAC program directors Michelle Cox, Jeffrey R. Galin, and Dan Melzer introduce a theoretical framework for WAC program development that takes into account the diverse contexts of today's institutions of higher education, aids WAC program directors in thinking strategically as they develop programs, and integrates a focus on program sustainability. Informed by theories that illuminate transformative change within systems--complexity, systems, social network, resilience, and sustainable development theories--and illustrated with vignettes by WAC directors across the country, this book lays out principles, strategies, and tactics to help WAC program directors launch, relaunch, or reinvigorate programs within the complicated systems of today's colleges and universities. Acknowledging that every WAC program grows out of a specific institutional context and grassroots movement, this book is a must-read for everyone currently involved in a WAC program or interested in exploring the possibility of one at their college or university.

Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs

Cox, Michelle

Galin, Jeffrey R.

National Council of Teachers of English (NCTE)

In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments. The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement. Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.

Assignments across the Curriculum: A National Study of College Writing

Utah State University Press

Use your course's big ideas to accelerate students’ growth as writers and critical thinkers 
The newly revised third edition of Engaging Ideas delivers a step-by-step guide for designing writing assignments and critical thinking activities that engage students with important subject-matter questions. This new edition of the celebrated book (now written by the co-author team of Bean and Melzer) uses leading and current research and theory to help you link active learning pedagogy to your courses' subject matter. You'll learn how to: Design formal and informal writing assignments that guide students toward thinking like experts in your discipline Use time-saving strategies for coaching the writing process and handling the paper load including alternatives to traditional grading such as portfolio assessment and contract grading Help students use self-assessment and peer response to improve their work Develop better ways than the traditional research paper to teach undergraduate reading and research Integrate social media, multimodal genres, and digital technology into the classroom to promote active learning 
This book demonstrates how writing can easily be integrated with other critical thinking activities such as inquiry discussions, simulation games, classroom debates, and interactive lectures. The reward of this book is watching students come to class better prepared, more vested in the questions your course investigates, more apt to study purposefully, and more likely to submit high-quality work. Perfect for higher education faculty and curriculum designers across all disciplines, Engaging Ideas will also earn a place in the libraries of graduate students in higher education.\nFrom the Inside Flap\nCapture the attention of your students and accelerate their growth as writers and critical thinkers 
In the newly revised Third Edition of Engaging Ideas, distinguished academics and authors John C. Bean and Dan Melzer deliver a step-by-step guide to designing engaging writing assignments and critical thinking activities that connect with students and illuminate important subjects. The Third Edition of this celebrated book relies on current research and data to help instructors, teachers, and professors link active learning pedagogy to course subject matter. 
You’ll learn techniques that encourage students to come to class better prepared, invest more effort in your course, study more purposefully, and submit higher-quality work. You’ll discover how to use time-saving strategies for coaching the writing process and using alternatives to traditional grading methods, like portfolio assessment and contract grading. Finally, you’ll find ways to teach undergraduate reading and research that are superior to the traditional — and staid — research paper. 
Perfect for higher education faculty, curriculum designers, and graduate students in higher education, Engaging Ideas offers readers an invaluable and insightful reference on bringing a wide variety of class material to life and fully engaging with your classroom.\nFrom the Back Cover\nCapture the attention of your students and accelerate their growth as writers and critical thinkers 
In the newly revised Third Edition of Engaging Ideas, distinguished academics and authors John C. Bean and Dan Melzer deliver a step-by-step guide to designing engaging writing assignments and critical thinking activities that connect with students and illuminate important subjects. The Third Edition of this celebrated book relies on current research and data to help instructors, teachers, and professors link active learning pedagogy to course subject matter. 
You’ll learn techniques that encourage students to come to class better prepared, invest more effort in your course, study more purposefully, and submit higher-quality work. You’ll discover how to use time-saving strategies for coaching the writing process and using alternatives to traditional grading methods, like portfolio assessment a

Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom

Education & Teaching

Bean, John C.

Higher & Continuing Education

Jossey-Bass

Reconstructing Response to Student Writing: A National Study from across the Curriculum

In Reconstructing Response to Student Writing Dan Melzer makes the argument that writing instructors should shift the construct so that peer response and student self-assessment are more central than teacher response. &nbsp; Presenting the results of a national study of teacher and peer response and student self-assessment at institutions of higher education across the United States, Melzer analyzes teacher and peer response to over 1,000 pieces of student writing as well as 128 student portfolio reflection essays. He draws on his analysis and on a comprehensive review of the literature on response to introduce a constructivist heuristic for response aimed at both composition instructors and instructors across disciplines. Melzer argues that teachers and researchers should focus less on teacher response to individual pieces of student writing and more on engaging in dialogue with student self-assessment and peer response, focusing on growth and transfer rather than products and grades. &nbsp; Reconstructing Response to Student Writing, especially when taken together with Melzer's previous book Assignments across the Curriculum, provides a comprehensive and large-scale view of college writing and responding across the curriculum in the United States. &nbsp;

Exploring College Writing: Reading, Writing and Researching across the Curriculum is a rhetoric for first-year and sophomore composition courses that uses a constructivist, ethnographic approach to introducing students to academic reading, writing, and researching. This text will be especially useful to composition instructors who wish to provide students with both a general overview of academic discourse and an introduction to the purposes, audiences, and genres of writing across disciplines. This textbook works from the premise that the best way to initiate students to academic discourse is to have them explore academic literacies using an ethnographic, fieldwork approach to their own institution. Students are cast in the role of researchers, exploring their own experiences as college writers and investigating writing in General Education and in their prospective majors. The book provides instructors and students sequences of engaging and exploratory "Writing to Learn" and "Learn by Doing" activities and formal, extended writing projects that ask students to interview professors, analyze writing assignments, and reflect on their own reading, writing, and researching processes and histories. These writing projects connect to students' interests, experiences, and goals and provide them with a sense of purpose and audience for writing. The organization of Exploring College Writing moves students from reflection to investigation. Part I of the book provides a broad introduction to academic reading, writing, and researching and introduces students to the rhetorical situations, genres, and common college thinking and writing strategies. Part I presents students with prompts that ask them to explore the similarities and differences between high school and college literacy and reflect on their own literacy histories. Part II asks students to think critically about their reading, writing, and researching processes and to explore strategies for college reading, writing, and researching processes. Part II includes prompts that ask students to explore college reading, writing, and researching processes and practice academic research and making academic arguments. Part III introduces students to writing across the curriculum and the idea of disciplines and discourse communities. Part IV asks students to investigate the reading, writing, and researching assigned in the General Education and major courses at their campus and to consider discipline-specific ways of writing and thinking. Unlike other textbooks Exploring College Writing uses authentic student and professional texts from across disciplines in a variety of genres such as lab reports, scholarly book reviews, ethnographies and case studies to guide and inspire the writing process.

Exploring College Writing: Reading, Writing, and Researching across the Curriculum (Frameworks for Writing)

Foreign Language Study & Reference

University of Toronto Press

Exploring College Writing: Reading, Writing and Researching across the Curriculum is a rhetoric for first-year and sophomore composition courses that uses a constructivist, ethnographic approach to introducing students to academic reading, writing, and researching. This text will be especially useful to composition instructors who wish to provide students with both a general overview of academic discourse and an introduction to the purposes, audiences, and genres of writing across disciplines. This textbook works from the premise that the best way to initiate students to academic discourse is to have them explore academic literacies using an ethnographic, fieldwork approach to their own institution. Students are cast in the role of researchers, exploring their own experiences as college writers and investigating writing in General Education and in their prospective majors. The book provides instructors and students sequences of engaging and exploratory "Writing to Learn" and "Learn by Doing" activities and formal, extended writing projects that ask students to interview professors, analyze writing assignments, and reflect on their own reading, writing, and researching processes and histories. These writing projects connect to students' interests, experiences, and goals and provide them with a sense of purpose and audience for writing. The organization of Exploring College Writing moves students from reflection to investigation. Part I of the book provides a broad introduction to academic reading, writing, and researching and introduces students to the rhetorical situations, genres, and common college thinking and writing strategies. Part I presents students with prompts that ask them to explore the similarities and differences between high school and college literacy and reflect on their own literacy histories. Part II asks students to think critically about their reading, writing, and researching processes and to explore strategies for college reading, writing, and researching processes. Part II includes prompts that ask students to explore college reading, writing, and researching processes and practice academic research and making academic arguments. Part III introduces students to writing across the curriculum and the idea of disciplines and discourse communities. Part IV asks students to investigate the reading, writing, and researching assigned in the General Education and major courses at their campus and to consider discipline-specific ways of writing and thinking. Unlike other textbooks Exploring College Writing uses authentic student and professional texts from across disciplines in a variety of genres such as lab reports, scholarly book reviews, ethnographies and case studies to guide and inspire the writing process.

See the best price to sell, buy, or rent books by Melzer, Dan. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Melzer, Dan

See the best price to sell, buy, or rent books by Melzer, Dan. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Exploring College Writing: Reading, Writing, and Researching Across the Curriculum

Everything's a Text: Readings for Composition

Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs

Assignments across the Curriculum: A National Study of College Writing

Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom

Reconstructing Response to Student Writing: A National Study from across the Curriculum

Reconstructing Response to Student Writing: A National Study from across the Curriculum

Exploring College Writing: Reading, Writing, and Researching across the Curriculum (Frameworks for Writing)

Exploring College Writing: Reading, Writing, and Researching across the Curriculum (Frameworks for Writing)