CP Writing about Writing 3e for University of Memphis by Elizabeth Wardle; Doug Downs - Third Edition, 2020 from Macmillan Student Store

GET FREE SHIPPING!

Use Promo Code SHIPFREE at Step 4 of checkout.

*Free Shipping only applicable to US orders. Restrictions apply.

CP Writing about Writing 3e for University of Memphis

Third  Edition©2020  Elizabeth Wardle; Doug Downs

About

You can learn to write well.
 
How do your experiences with writing affect how you write? How does writing help us communicate and get things done? Writing about Writing helps you make sense of how writing works and who you are as a writer. This book includes the essays and assignments you need in order to do your coursework.

Table of Contents

CHAPTER 1, Threshold Concepts: Why Do Your Ideas about Writing Matter?

Threshold Concepts: Why Do Your Ideas about Writing Matter?

Introduction to the Conversation

Threshold Concepts of Writing

Genre and Rhetorical Reading: Threshold Concepts That Assist Academic Reading and Writing

Stuart Greene, Argument as Conversation: The Role of Inquiry in Writing a Researched Argument

Richard Straub, Responding—Really Responding—to Other Students’ Writing

Using This Book

ASSIST TAGS GUIDE

Writing about Threshold Concepts: Writing Assignment

CHAPTER 2, Literacies: How Is Writing Impacted by Our Prior Experiences?

Deborah Brandt, Sponsors of Literacy (Tagged Reading)

*Sandra Cisneros, Only Daughter

Malcolm X, Learning to Read

Victor Villanueva, Excerpt from Bootstraps: From an Academic of Color

*Arturo Tejada Jr., Esther Gutierrez, Brisa Galindo, DeShonna Wallace, and Sonia Castaneda, Changing Our Labels: Rejecting the Language of Remediation (First-Year Student Text)

*Vershawn Ashanti Young, "Nah, We Straight": An Argument Against Code Switching

*Barbara Mellix, From Outside, In

*Liane Robertson, Kara Taczak, and Kathleen Blake Yancey, Notes Toward a Theory of Prior Knowledge

Nancy Sommers, I Stand Here Writing

Donald Murray, All Writing Is Autobiography

*Lucas Pasqualin, Don’t Panic: A Hitchhiker’s Guide to My Literacy (First-Year Student Text)

Jeff Grabill, William Hart-Davidson, Stacey Pigg, et al., Revisualizing Composition: Mapping the Writing Lives of First-Year College Students

Writing about Literacies: Writing Assignments

CHAPTER 3, Individuals in Community: How Do Texts Mediate Activities?

James Paul Gee, Literacy, Discourse, and Linguistics: Introduction (Tagged Reading)

Tony Mirabelli, Learning to Serve: The Language and Literacy of Food Service Workers

Ann M. Johns, Discourse Communities and Communities of Practice: Membership, Conflict, and Diversity

*Perri Klass, Learning the Language

Lucille McCarthy, A Stranger in Strange Lands; A College Student Writing across the Curriculum

Sean Branick, Coaches Can Read, Too: An Ethnographic Study of a Football Coaching Discourse Community (First-Year Student Text)

Donna Kain and Elizabeth Wardle, Activity Theory: An Introduction for the Writing Classroom

Elizabeth Wardle, Identity, Authority, and Learning to Write in New Workplaces

Victoria Marro, The Genres of Chi Omega: An Activity Analysis (First-Year Student Text)

Writing about Individuals in Community: Writing Assignments

CHAPTER 4, Rhetoric: How Is Meaning Constructed in Context?

*Doug Downs, Rhetoric: Making Sense of Human Interaction and Meaning-Making

Keith Grant-Davie, Rhetorical Situations and Their Constituents (Tagged Reading)

*Jim Ridolfo and Dànielle Nicole DeVoss, Composing for Recomposition: Rhetorical Velocity and Delivery

James E. Porter, Intertextuality and the Discourse Community

Christina Haas and Linda Flower, Rhetorical Reading Strategies and the Construction of Meaning

Margaret Kantz, Helping Students Use Textual Sources Persuasively

*Jim W. Corder, Argument as Emergence, Rhetoric as Love

*Annalise Sigona, Impression Management on Facebook and Twitter: Where Are People More Likely to Share Positivity or Negativity with Their Audiences? (First-Year Student Text)

Dennis Baron, From Pencils to Pixels: The Stages of Literacy Technologies

*Natasha N. Jones and Stephanie K. Wheeler, Document Design and Social Justice: A Universal Design for Documents

*Komysha Hassan, Digital Literacy and the Making of Meaning: How Format Affects Interpretation in the University of Central Florida Libraries Search Interface (First-Year Student Text)

Writing about Rhetoric: Writing Assignments

CHAPTER 5, Processes: How Are Texts Composed?

*Stacey Pigg, Coordinating Constant Invention: Social Media’s Role in Distributed Work

Sondra Perl, The Composing Processes of Unskilled College Writers (Tagged Reading)

*Alcir Santos Neto, Tug of War: The Writing Process of a Bilingual Writer and his Struggles (First-Year Student Text)

Mike Rose, Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block

Joseph M. Williams, The Phenomenology of Error 　

*Michael Rodgers, Expanding Constraints (First-Year Student Text)

Carol Berkenkotter, Decisions and Revisions: The Planning Strategies of a Publishing Writer, and Donald Murray, Response of a Laboratory Rat—or, Being Protocoled

Anne Lamott, Shitty First Drafts

Nancy Sommers, Revision Strategies of Student Writers and Experienced Adult Writers

Writing about Processes: Writing Assignments

Elizabeth Wardle

Elizabeth Wardle is the Roger and Joyce Howe Distinguished Professor of Written Communication and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University. 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 (2015), winner of the WPA Award for Outstanding Contribution to the Discipline (2016), and of (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy; with Rita Malenczyk, Susan Miller-Cochran, and Kathleen Blake Yancey, she is co-editor of Composition, Rhetoric, and Disciplinarity (2018). Her current research focuses on how to enact grassroots change via writing across the curriculum programs, and her forthcoming co-edited collection with faculty from across disciplines is Changing Conceptions, Changing Practices: Innovating Teaching and Learning Across Disciplines (2022).

Doug Downs

Doug Downs is Associate Professor of  Rhetoric and Writing Studies and former Director of the Core Writing Program in the Department of English at Montana State University (Bozeman). His interests are in college-level writing, research, and reading pedagogy, especially as these intersect in first-year composition courses and in undergraduate research. He served as editor of Young Scholars in Writing, the national peer-reviewed journal of undergraduate research on writing and rhetoric, from 2015 to 2020. His current research projects involve methods of mentoring undergraduate research, inclusive writing pedagogies that help students grow as writers, and how we can teach rhetorics that foster constructive and cooperative public discourse.