Response: We Will Find a Way to Work Together

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

“…The teleology that focuses on the product (the current traditional rhetoric model, for example) has been displaced in writing studies by a recognition of the creative and recursive process, popularized by scholars like Elbow (1973) and Murray (1972) throughout the 1960s and 1970s (see Hairston, 1982); that is, to become a more effective writer, you need to work on developing an effective writing process that is recursive and embraces discovery. This paradigm shift paralleled both the emergence of WAC programs, which embraced a similarly fluid and contextual understanding of meaning making, and the emergence of the modern, collaborative writing center with its student-centered approach to learning (Mullin, 2001). Likewise, librarians recognize that research is a process of inquiry that-similar to writing-requires a nonlinear, iterative and creative process (Association of College and Research Libraries, 2015).…”

Chapter 6. What If It�s All Common Knowledge? Teaching Attribution Practices in an Undergraduate Mathematics Classroom

“…The teleology that focuses on the product (the current traditional rhetoric model, for example) has been displaced in writing studies by a recognition of the creative and recursive process, popularized by scholars like Elbow (1973) and Murray (1972) throughout the 1960s and 1970s (see Hairston, 1982); that is, to become a more effective writer, you need to work on developing an effective writing process that is recursive and embraces discovery. This paradigm shift paralleled both the emergence of WAC programs, which embraced a similarly Alabi, Truman, Farrell, and Mahoney fluid and contextual understanding of meaning making, and the emergence of the modern, collaborative writing center with its student-centered approach to learning (Mullin, 2001). Likewise, librarians recognize that research is a process of inquiry that-similar to writing-requires a nonlinear, iterative and creative process (Association of College and Research Libraries, 2015).…”

Chapter 18. Meaningful Writing and Personal Connection: Exploring Student and Faculty Perspectives

“…The teleology that focuses on the product (the current traditional rhetoric model, for example) has been displaced in writing studies by a recognition of the creative and recursive process, popularized by scholars like Elbow (1973) and Murray (1972) throughout the 1960s and 1970s (see Hairston, 1982); that is, to become a more effective writer, you need to work on developing an effective writing process that is recursive and embraces discovery. This paradigm shift paralleled both the emergence of WAC programs, which embraced a similarly Alabi, Truman, Farrell, and Mahoney fluid and contextual understanding of meaning making, and the emergence of the modern, collaborative writing center with its student-centered approach to learning (Mullin, 2001). Likewise, librarians recognize that research is a process of inquiry that-similar to writing-requires a nonlinear, iterative and creative process (Association of College and Research Libraries, 2015).…”