Current Arguments in Composition Series The Hidden Inequities in Labor-Based Contract Grading intervenes in the increasingly popular practice of labor-based grading by expanding the scope of this assessment practice to include students who are disabled and multiply marginalized. Through the lens of disability studies, the book critiques the assumption that labor is a neutral measure by which to assess students and explores how labor-based grading contracts put certain groups of students at a disadvantage. Ellen C. Carillo offers engagement-based grading contracts as an alternative that would provide a more equitable assessment model for students of color, those with disabilities, and students who are multiply marginalized. This short book explores the history of labor-based grading contracts, reviews the scholarship on this assessment tool, highlights the ways in which it normalizes labor as an unbiased tool, and demonstrates how to extend the conversation in new and generative ways both in research and in classrooms. Carillo encourages instructors to reflect on their assessment practices by demonstrating how even assessment methods that are designed through a social-justice lens may unintentionally privilege some students over others.
Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond. Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition. Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.
The second edition of this best-selling classroom guide helps students understand why digital literacy is a crucial skill for their education, future careers, and participation in democracy. Offering practical guidance for assessing information online, this guide provides students with the tools to locate reliable sources among the clickbait and viral videos that pervade the web. The guide's hands-on activities, germane readings, and lesson plans give students strategies for reading and analyzing data visualizations; finding and evaluating credible sources; learning how to spot fake news; fact-checking; crafting a research question; effectively conducting searches on Google and on library catalogs and databases; finding peer-reviewed publications; evaluating primary sources; and understanding disinformation and misinformation, filter bubbles, propaganda, and satire in a variety of sources--including websites, social media posts, infographics, videos, and more (on platforms like Facebook, Twitter, Instagram, TikTok, and YouTube). New to the second edition: attention to the ethical dimensions of digital technology, including privacy issues and bias in search algorithms--with an accompanying lesson plan an emphasis on how digital literacy can help stem racism, sexism, ableism, and the perpetuation of harmful stereotypes instruction on inclusive research and citation practices to avoid perpetuating systemic bias a new chapter, "Composing in Digital Spaces," that offers instruction in multimodal composition and foregrounds accessibility a new and up-to-date reading, "The Real History of Fake News" a section on avoiding plagiarism updated references and examples resource lists of digital tools, platforms, and software that can support the practices described in the guide
Teaching Readers in Post-Truth America shows how postsecondary teachers can engage with the phenomenon of “post-truth.” Drawing on research from the fields of educational and cognitive psychology, human development, philosophy, and education, Ellen C. Carillo demonstrates that teaching critical reading is a strategic and targeted response to the current climate. Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture. Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.
This is the autobiography of a woman named Mary Ellen Kelly. In her teens she had begun to develop rheumatoid arthritis. By the age of 20 she was almost totally immobile. On a train she couldn’t use the sleeper car, but had to travel in the baggage car, strapped to a board. She had the use of only two fingers on one hand; it once took her over two hours to write a note just twenty-five words long. She had plenty of reason to feel sorry for herself, and indeed she did. In due time, however, she met Fr. Joseph Higgins, a Missionary of Our Lady of La Salette. One day he “read her the riot act,” so to speak, and shocked her into the realization that, especially as a woman of faith, her handicap gave her no excuse to do nothing. She began writing a monthly newsletter called “Seconds Sanctified,” specifically for shut-ins like herself. She had always been a devout Catholic, and now had discovered her place in the Church, encouraging others never to lose faith. Mary Ellen Kelly wrote BUT WITH THE DAWN REJOICING in 1959.
Published by the American Geophysical Union as part of the Water Resources Monograph Series, Volume 19. What are the forms and processes characteristic of mountain rivers and how do we know them? Mountain Rivers Revisited, an expanded and updated version of the earlier volume Mountain Rivers, answers these questions and more. Here is the only comprehensive synthesis of current knowledge about mountain rivers available. While continuing to focus on physical process and form in mountain rivers, the text also addresses the influences of tectonics, climate, and land use on rivers, as well as water chemistry, hyporheic exchange, and riparian and aquatic ecology. With its numerous illustrations and references, hydrologists, geomorphologists, civil and environmental engineers, ecologists, resource planners, and their students will find this book an essential resource. Ellen Wohl received her Ph.D. in geology in 1988 from the University of Arizona. Since then, she has worked primarily on mountain and bedrock rivers in diverse environments.
In the wake of structural adjustment programs in the 1980s and health reforms in the 1990s, the majority of sub-Saharan African governments spend less than ten dollars per capita on health annually, and many Africans have limited access to basic medical care. Using a community-level approach, anthropologist Ellen E. Foley analyzes the implementation of global health policies and how they become intertwined with existing social and political inequalities in Senegal. Your Pocket Is What Cures You examines qualitative shifts in health and healing spurred by these reforms, and analyzes the dilemmas they create for health professionals and patients alike. It also explores how cultural frameworks, particularly those stemming from Islam and Wolof ethnomedicine, are central to understanding how people manage vulnerability to ill health. While offering a critique of neoliberal health policies, Your Pocket Is What Cures You remains grounded in ethnography to highlight the struggles of men and women who are precariously balanced on twin precipices of crumbling health systems and economic decline. Their stories demonstrate what happens when market-based health reforms collide with material, political, and social realities in African societies.
The nineteenth century American frontier comes alive for students and interested readers in this unique exploration of westward expansion. This study examines the daily lives of ordinary men and women who flooded into the Trans-Mississippi West in search of land, fortune, a fresh start, and a new identity. Their daily life was rarely easy. If they were to survive, they had to adapt to the land and modify every aspect of their lives, from housing to transportation, from education to defense, from food gathering and preparation to the establishment of rudimentary laws and social structures. They also had to adapt to the Native Americans already on the land—whether through acculturation, warfare, or coexistence. Jones provides insight into the experiences that affected the daily lives of the diverse people who inhabited the American frontier: the Native Americans, trappers, explorers, ranchers, homesteaders, soldiers and townspeople. This fascinating book gives a sense of the extraordinary ordinariness of surviving, prospering, failing, and dying in a new land; and explores how these westering Americans inevitably displaced those already bound to the land by tradition, culture, and religion. A wealth of illustrations complement the text of this easy-to use reference.
The first full-career survey of the idiosyncratic life and work of Ray Johnson, a collagist, performance artist, and pioneer of mail art. Ray Johnson (1927-1995), a.k.a. “New York’s most famous unknown artist,” was notorious for the elaborate games he played with the institutions of the art world, soliciting their attention even as he rejected their invitations. In A Book about Ray, Ellen Levy offers a comprehensive study of the artist who turned the business of career-making into a tongue-in-cheek performance, tracing his artistic development from his arrival at Black Mountain College in 1945 to his death in 1995. Levy describes Johnson’s practice as one that was constantly shifting—whether in tone, in its address to potential audiences, or among three primary artistic modes: collage, performance, and correspondence art. A Book about Ray takes an elliptical path, circling around rather than trying to arrest in flight the elusive artist and his purposefully ephemeral art. By crafting the book in this way, Levy evokes Ray Johnson’s art in the moment of its making and draws readers into the artist’s world, while making them feel, from the beginning, that they somehow already know their way around that world. In exploring Johnson’s scene, readers will also encounter the artists who influenced him, like Joseph Cornell and Marcel Duchamp, and his friends and peers like Jasper Johns, Allan Kaprow, Robert Rauschenberg, and Andy Warhol. The work of such figures will look forever different in light of Johnson’s subversive take on their shared aesthetic. Suitable for readers both new to Ray Johnson and those already familiar with his work, A Book about Ray is a complete and vital portrait of an American original.
The Song Index features over 150,000 citations that lead users to over 2,100 song books spanning more than a century, from the 1880s to the 1990s. The songs cited represent a multitude of musical practices, cultures, and traditions, ranging from ehtnic to regional, from foreign to American, representing every type of song: popular, folk, children's, political, comic, advertising, protest, patriotic, military, and classical, as well as hymns, spirituals, ballads, arias, choral symphonies, and other larger works. This comprehensive volume also includes a bibliography of the books indexed; an index of sources from which the songs originated; and an alphabetical composer index.
The soils are fundamental to our existence, delivering water and nutrients to plants, that feed us. But they are in many ways in danger and their conservation is therefore a most important focus for science, governments and society as a whole. A team of world recognised researchers have prepared this first English edition based on the 16th European edition. • The precursors and the processes of soil development • The physical, biological and chemical properties of soils • Nutrients and Pollutants • The various soil classifications with the main focus on the World Reference Base for Soil Resources (WRB) • The most important soils and soil landscapes of the world • Soil Evaluation Techniques • Basic Principles of Soil Conservation Whoever works with soils needs this book.
Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond. Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition. Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.
Teaching Readers in Post-Truth America shows how postsecondary teachers can engage with the phenomenon of “post-truth.” Drawing on research from the fields of educational and cognitive psychology, human development, philosophy, and education, Ellen C. Carillo demonstrates that teaching critical reading is a strategic and targeted response to the current climate. Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture. Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.
The second edition of this best-selling classroom guide helps students understand why digital literacy is a crucial skill for their education, future careers, and participation in democracy. Offering practical guidance for assessing information online, this guide provides students with the tools to locate reliable sources among the clickbait and viral videos that pervade the web. The guide's hands-on activities, germane readings, and lesson plans give students strategies for reading and analyzing data visualizations; finding and evaluating credible sources; learning how to spot fake news; fact-checking; crafting a research question; effectively conducting searches on Google and on library catalogs and databases; finding peer-reviewed publications; evaluating primary sources; and understanding disinformation and misinformation, filter bubbles, propaganda, and satire in a variety of sources--including websites, social media posts, infographics, videos, and more (on platforms like Facebook, Twitter, Instagram, TikTok, and YouTube). New to the second edition: attention to the ethical dimensions of digital technology, including privacy issues and bias in search algorithms--with an accompanying lesson plan an emphasis on how digital literacy can help stem racism, sexism, ableism, and the perpetuation of harmful stereotypes instruction on inclusive research and citation practices to avoid perpetuating systemic bias a new chapter, "Composing in Digital Spaces," that offers instruction in multimodal composition and foregrounds accessibility a new and up-to-date reading, "The Real History of Fake News" a section on avoiding plagiarism updated references and examples resource lists of digital tools, platforms, and software that can support the practices described in the guide
Current Arguments in Composition Series The Hidden Inequities in Labor-Based Contract Grading intervenes in the increasingly popular practice of labor-based grading by expanding the scope of this assessment practice to include students who are disabled and multiply marginalized. Through the lens of disability studies, the book critiques the assumption that labor is a neutral measure by which to assess students and explores how labor-based grading contracts put certain groups of students at a disadvantage. Ellen C. Carillo offers engagement-based grading contracts as an alternative that would provide a more equitable assessment model for students of color, those with disabilities, and students who are multiply marginalized. This short book explores the history of labor-based grading contracts, reviews the scholarship on this assessment tool, highlights the ways in which it normalizes labor as an unbiased tool, and demonstrates how to extend the conversation in new and generative ways both in research and in classrooms. Carillo encourages instructors to reflect on their assessment practices by demonstrating how even assessment methods that are designed through a social-justice lens may unintentionally privilege some students over others.
With more critical reading coverage than any other composition text, Reading Critically, Writing Well helps students read for meaning and read like a writer. A robust catalog of reading strategies complement assignment chapters that cover four expository genres, including autobiography/literacy narratives and reflection, and four argumentative genres, including evaluation and proposal. Each chapter starts with a guide to reading that challenges students to analyze the authors’ techniques, and concludes with a step-by-step guide to writing and revising that helps them apply these techniques to their own essays. The provocative readings throughout represent an array of topics and disciplines. This new edition brings on noted reading scholar Ellen Carillo (University of Connecticut), and provides more opportunities for students to learn and practice complex reading and writing strategies, with a new emphasis on inquiry, curiosity, and habits of mind. Accessible instruction, engaging readings, and effective writing assignments make Reading Critically, Writing Well ideal for instructors who want to demonstrate critical analysis and the effective rhetorical choices that students can make in their own writing.
A supplement to support students taking a corequisite course (including ALP, support, lab, workshop, etc.) alongside first-year composition, this text (available in print and in Achieve) is designed for students who need a little extra help to write successfully on the college level. The text includes material for student success, including coverage of time management, academic planning, and beating test anxiety; additional activities to help students read critically and mindfully and transfer what they’ve learned to their own writing; assessment rubrics for every writing assignment in the text; sentence strategies for academic writing; and editing activities for students who need extra practice identifying and correcting some of the most common writing errors.
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