Irwin Weiser (30 results)

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Condition: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

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Paperback or Softback. Condition: New. Going Public: What Writing Programs Learn from Engagement. Book.

Paperback. Condition: new. Paperback. An important new resource for WPA preparation courses in rhetoric and composition PhD programs. In Going Public, Rose and Weiser moderate a discussion of the role of the writing program vis-a-vis the engagement movement, the service learning movement, and current interest in public discourse-civic rhetoric among scholars of rhetoric and composition. This is a thoughtful collection on the ways that engagement-focused programs may be changing conceptions of WPA identity. As institutions begin to include more explicit engagement with citizen and stakeholder communities as an element of their mission, writing program administrators find themselves with an opportunity to articulate the ways in which writing program goals and purposes significantly contribute to achieving these new institutional goals. Writing programs are typically situated at points where students make the transition from community to college (e.g. first-year composition) or from college to community (e.g. professional writing), and are already dedicated to developing literacies that are critically needed in communities.In Going Public, Rose and Weiser locate their discussion in the context of three current conversations in higher education: 1) the engagement movement, particularly as this movement serves to address and respond to calls for greater accountability to broader publics; 2) recent interest in public discourse-civic rhetoric among scholars of rhetorical history and contemporary rhetorical theory; 3) the service learning movement in higher education, especially the ways in which college and university writing programs have contributed to this movement. While there have been a number of publications describing service-learning and community leadership programs, most of these focus on curricular elements and address administrative issues, if at all, primarily from a curricular perspective. The emphasis of the current book is on the ways that engagement-focused programs change conceptions of WPA identity. Going Public, then, is not only a significant contribution to the scholarly literature, but also supplies an important new resource for WPA preparation courses in rhetoric and composition PhD programs. An important new resource for WPA preparation courses in rhetoric and composition PhD programs. In Going Public, Rose and Weiser moderate a discussion of the role of the writing program vis-a-vis the engagement movement, the service learning movement, and current interest in public discourse-civic rhetoric among scholars of rhetoric and composition. This is a thoughtful collection on the ways that engagement-focused programs may be changing conceptions of WPA identity. As institutions begin to include more explicit engagement with citizen and stakeholder communities as an element of their mission, writing program administrators find themselves with an opportunity to articulate the ways in which writing program goals and purposes significantly contribute to achieving these new institutional goals. Writing programs are typically situated at points where students make the transition from community to college (e.g. first-year composition) or from college to community (e.g. professional writing), and are already dedicated to developing literacies that are critically needed in communities. In Going Public, Rose and Weiser locate their discussion in the context of three current conversations in higher education: 1) the engagement movement, particularly as this movement serves to address and respond to calls for greater accountability to broader publics; 2) recent interest in public discourse-civic rhetoric among scholars of rhetorical history and contemporary rhetorical theory; 3) the service learning movement in higher education, especially the ways in which college and university writing programs have contributed to this movement. While there have been a n Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Paperback. Condition: Brand New. 1st edition. 232 pages. 8.75x6.00x0.50 inches. In Stock.

Paperback. Condition: Brand New. 1st edition. 416 pages. 9.25x6.25x1.25 inches. In Stock.

Condition: New. KlappentextAn important new resource for WPA preparation courses in rhetoric and composition PhD programs. In Going Public, Rose and Weiser moderate a discussion of the role of the writing program vis-a-vis the engagement movement, the s.

Paperback. Condition: new. Paperback. An important new resource for WPA preparation courses in rhetoric and composition PhD programs. In Going Public, Rose and Weiser moderate a discussion of the role of the writing program vis-a-vis the engagement movement, the service learning movement, and current interest in public discourse-civic rhetoric among scholars of rhetoric and composition. This is a thoughtful collection on the ways that engagement-focused programs may be changing conceptions of WPA identity. As institutions begin to include more explicit engagement with citizen and stakeholder communities as an element of their mission, writing program administrators find themselves with an opportunity to articulate the ways in which writing program goals and purposes significantly contribute to achieving these new institutional goals. Writing programs are typically situated at points where students make the transition from community to college (e.g. first-year composition) or from college to community (e.g. professional writing), and are already dedicated to developing literacies that are critically needed in communities.In Going Public, Rose and Weiser locate their discussion in the context of three current conversations in higher education: 1) the engagement movement, particularly as this movement serves to address and respond to calls for greater accountability to broader publics; 2) recent interest in public discourse-civic rhetoric among scholars of rhetorical history and contemporary rhetorical theory; 3) the service learning movement in higher education, especially the ways in which college and university writing programs have contributed to this movement. While there have been a number of publications describing service-learning and community leadership programs, most of these focus on curricular elements and address administrative issues, if at all, primarily from a curricular perspective. The emphasis of the current book is on the ways that engagement-focused programs change conceptions of WPA identity. Going Public, then, is not only a significant contribution to the scholarly literature, but also supplies an important new resource for WPA preparation courses in rhetoric and composition PhD programs. An important new resource for WPA preparation courses in rhetoric and composition PhD programs. In Going Public, Rose and Weiser moderate a discussion of the role of the writing program vis-a-vis the engagement movement, the service learning movement, and current interest in public discourse-civic rhetoric among scholars of rhetoric and composition. This is a thoughtful collection on the ways that engagement-focused programs may be changing conceptions of WPA identity. As institutions begin to include more explicit engagement with citizen and stakeholder communities as an element of their mission, writing program administrators find themselves with an opportunity to articulate the ways in which writing program goals and purposes significantly contribute to achieving these new institutional goals. Writing programs are typically situated at points where students make the transition from community to college (e.g. first-year composition) or from college to community (e.g. professional writing), and are already dedicated to developing literacies that are critically needed in communities. In Going Public, Rose and Weiser locate their discussion in the context of three current conversations in higher education: 1) the engagement movement, particularly as this movement serves to address and respond to calls for greater accountability to broader publics; 2) recent interest in public discourse-civic rhetoric among scholars of rhetorical history and contemporary rhetorical theory; 3) the service learning movement in higher education, especially the ways in which college and university writing programs have contributed to this movement. While there Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condition: New.

Taschenbuch. Condition: Neu. Neuware - An important new resource for WPA preparation courses in rhetoric and composition PhD programs. In Going Public, Rose and Weiser moderate a discussion of the role of the writing program vis-a-vis the engagement movement, the service learning movement, and current interest in public discourse-civic rhetoric among scholars of rhetoric and composition. This is a thoughtful collection on the ways that engagement-focused programs may be changing conceptions of WPA identity. As institutions begin to include more explicit engagement with citizen and stakeholder communities as an element of their mission, writing program administrators find themselves with an opportunity to articulate the ways in which writing program goals and purposes significantly contribute to achieving these new institutional goals. Writing programs are typically situated at points where students make the transition from community to college (e.g. first-year composition) or from college to community (e.g. professional writing), and are already dedicated to developing literacies that are critically needed in communities.In Going Public, Rose and Weiser locate their discussion in the context of three current conversations in higher education: 1) the engagement movement, particularly as this movement serves to address and respond to calls for greater accountability to broader publics; 2) recent interest in public discourse-civic rhetoric among scholars of rhetorical history and contemporary rhetorical theory; 3) the service learning movement in higher education, especially the ways in which college and university writing programs have contributed to this movement. While there have been a number of publications describing service-learning and community leadership programs, most of these focus on curricular elements and address administrative issues, if at all, primarily from a curricular perspective. The emphasis of the current book is on the ways that engagement-focused programs change conceptions of WPA identity. Going Public, then, is not only a significant contribution to the scholarly literature, but also supplies an important new resource for WPA preparation courses in rhetoric and composition PhD programs.

Paperback. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.