The outcomes book : debate and consensus after the WPA outcomes statement /
The WPA Outcomes Statement is important because it represents a working consensus among composition scholars about what college students should learn and do in a composition program. But as a single-page document, the statement cannot convey the kind of reflective process that a writing program must...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
Logan :
Utah State University Press,
©2005.
©2005 |
| Subjects: | |
| Online Access: | Connect to this title online (unlimited users allowed) |
MARC
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| 245 | 0 | 4 | |a The outcomes book : |b debate and consensus after the WPA outcomes statement / |c edited by Susanmarie Harrington [and others]. |
| 260 | |a Logan : |b Utah State University Press, |c ©2005. | ||
| 264 | 4 | |c ©2005 | |
| 300 | |a 1 online resource (240 pages) | ||
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| 500 | |a This volume of essays reflects on the process that led to the development of the "WPA outcomes statement," and includes debate on the many theoretical, pedagogical, political, and assessment issues that the outcomes statement raises. | ||
| 504 | |a Includes bibliographical reference (pages 228-233) and index. | ||
| 505 | 0 | |a Introduction Celebrating and complicating the outcomes statement -- Part one: Contextualizing the outcomes statement -- The origins of the outcomes statement -- The outcomes project: the insiders' history -- Standards, outcomes and All that Jazz -- Outcomes are not mandates for standardization -- Expanding our understanding of composing outcomes -- Part two: The outcomes statement and first-year writing -- The WPA outcomes statement goes to high school -- The outcomes statement at a community college: verification, accreditation, and articulation -- Critical thinking, reading, and writing: a view from the field -- More than the latest PC buzzword for modes: what genre theory means to composition -- Processes and outcomes in Arizona's higher education system -- Knowledge of conventions and the logic of error -- Celebrating through interrogation: considering the outcomes statement through theoretical lenses. | |
| 505 | 0 | |a Part three: The outcomes statement beyond first-year writing -- What the outcomes statement could mean for writing across the curriculum -- First-year outcomes and upper-level writing -- Using the outcomes statement for technical communication -- Using writing outcomes to enhance teaching and learning: Alverno College's experience -- What the outcomes statement is not: a reading of the Boyer Commission report -- Part four: Theorizing outcomes -- The outcomes statement as theorizing potential: through a looking glass -- A friendly challenge to push the outcomes statement further -- Outcomes and the developing learner -- Practice: the road to the outcomes over time -- Afterword: Bowling together developing, distributing, and using the WPA outcomes statement-and making cultural change. | |
| 520 | |a The WPA Outcomes Statement is important because it represents a working consensus among composition scholars about what college students should learn and do in a composition program. But as a single-page document, the statement cannot convey the kind of reflective process that a writing program must undertake to address the learning outcomes described. | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
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| 650 | 0 | |a English language |x Rhetoric |x Study and teaching |z United States. | |
| 650 | 0 | |a Report writing |x Study and teaching (Higher) |z United States. | |
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| 650 | 7 | |a REFERENCE |x Writing Skills. |2 bisacsh | |
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| 700 | 1 | |a Harrington, Susanmarie. | |
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