Please join us for the Writing about Writing Standing Group meeting at Cs!
WHEN: Friday @ 6:30-7:30
WHO: All are welcome, from newbies to experts
WHAT: Come exchange ideas about teaching, research, leading WAW programs, and other topics. And if you’ve attended any WAW-related panels at Cs so far, there will be time to share what you’ve learned. Afterwards, we’ll head to dinner at a nearby restaurant.
*More detailed agenda*
1. Updates on attendees’ WAW-related research and publishing projects
2. Small-group breakouts on topics the room will identify (e.g., teaching WAW to multilingual writers, WAW in STEM, What is WAW?, developing WAW-related research projects)
3. Elections of at-large members for Steering Committee
4. Discussion of ideas for developing our website
5. Attendees report on insights from WAW-related sessions at Cs
Hope to see you there!
-Andrea Olinger and Doug Downs, Co-Coordinators
This webpage describes a WAC-sponsored WAW institute at Appalachian State University and links to articles and resources that were provided.
This post comes from a September 2014 conversation on the WPA list about WAW pedagogies. With her permission, we have excerpted Elizabeth Wardle’s response here. Addressing the question, “What is Writing about Writing?”, she writes:
I’ll start by saying what I *don’t* mean.
I don’t mean the textbook I wrote with Doug.
I don’t mean a particular curriculum.
I don’t mean a particular method, or set of activities, or set of readings.
I don’t mean first-year writing that uses either our textbook or a particular curriculum.
What I *do* mean is a basic philosophical approach to teaching writing that assumes that declarative and procedural knowledge about writing cannot be separated in a useful way in a writing class. I do mean a basic belief that we as a field have studied writing and thus have declarative knowledge that can help writers of all kinds if we share that knowledge explicitly, and encourage students to explore their own questions and concerns about writing as active, empowered rhetors.
At base, all of us who are making an argument that “there is declarative knowledge about writing that should inform writing classes” are really just saying that we are a discipline and we know useful things that can help our students (and colleagues and policy makers). HOW you use that declarative knowledge, what you do with it in your particular context, varies so, so widely–as it should.
The methods and curricula and textbooks are not the philosophy. They are all simply ways to try to enact the philosophy, and we’ll be forever trying to figure out more effective and creative ways.
Either we are a discipline or we aren’t. And if we are, let’s act like it.
Professor & Department Chair
Department of Writing & Rhetoric
University of Central Florida
(excerpted from her 9.4.14 post to the thread “WAW: What’s different and the pleasures of the text (was thematic and multi)”
Downs’ article provides great suggestions for helping students navigate scholarly articles.
Downs, Doug. “Teaching First-year Writers to Use Texts: Scholarly Readings in Writing-about-writing in First-year Comp.” Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy (2010): 19-50.
Welcome! If you are new to Writing about Writing, we recommend doing the following:
- Read about some sample courses. For instance, Barbara Bird describes her WAW-themed basic writing course at Taylor University in this article.
- Take a look at the kinds of writing projects students in WAW courses might develop by browsing Stylus, UCF’s Journal of First-Year Composition.
- For some basic scholarship on WAW and its effectiveness, see Doug Downs’s (2010) annotated bibliography.
If you like what you see, make sure you subscribe to the WAW Network email list as well as to site updates (so you can be notified when there is a new post)!
In “Meaning-making Concepts: Basic Writers’ Access to Verbal Culture,” published in the Basic Writing E-Journal, Barbara Bird describes her basic writing course at Taylor U. The appendices include a master list of readings and a syllabus.
This assignment, developed by Betsy Sargent for WRS 101: Exploring Writing (U of Alberta), tasks students with the following:
You are going to interview an individual in that field or line of work about the writing they do every day and how they go about doing it. Interviews with individuals who have more work and writing experience than you do—or experience of a different kind—can generate rich material to help you, your colleagues, and your instructor get a better sense of the wide variety of writing that gets done in the world.
This syllabus, for WRS 101: Exploring Writing (Fall 2011), is from Jon Gordon of the University of Alberta.
Below, from newest to oldest, are some textbooks that instructors might be interested in. Please write with other suggestions!
- Language Diversity and Academic Writing: A Bedford Spotlight Reader (2018), by Samantha Looker-Koenigs (see also Looker-Koenig’s article about her writing-about-language pedagogy in the Dec. 2016 issue of Teaching English in the Two-Year College)
- Writing about Writing: A College Reader (2017, 3rd ed.), by Elizabeth Wardle and Doug Downs, published by Macmillan (website links to instructor’s manual, videos with the authors, and a link to Wardle and Downs’ Bedford Bits blog)
- Literacies in Context (2007), by Shannon Carter, published by Fountainhead Press (available as a PDF via her academia.edu account)
- Considering Literacy (2006), by Linda Adler-Kassner, published by Longman. (website links to instructor’s manual)
- Conversations about Writing: Eavesdropping, Inkshedding, and Joining In (2005), by M. Elizabeth Sargent and Cornelia C. Paraskevas, published by Nelson Education
- On Writing: A Process Reader (2003, 1st ed.), by Wendy Bishop (appears to be out of print; could not find entry on McGrawHill’s website. Two later editions have been published))
Texts by a Single Author(s)
- Academic Writing: An Introduction (2014, 3rd ed.), by Janet Giltrow, Richard Gooding, Daniel Burgoyne, & Marlene Sawatsky, published by Broadview Press (companion website has additional exercises for each chapter and sample student essays; request exam copy for access to it)
- Exploring College Writing: Reading, Writing, and Researching Across the Curriculum (2011), by Dan Melzer, published by Equinox
- The Elements of Literacy (2009), by Julie Lindquist and David Seitz, published by Longman.
The University of Central Florida has been publishing Stylus: A Journal of First-Year Writing since 2010. The issues are open access, and if you browse you’ll find examples of outstanding undergraduate research in literacy, composition, and rhetoric, including literacy narratives and studies of discourse communities.