ENGL 1301/1302: Research Starter Guide

Teaching Graduallyis a guide for anyone new to teaching and learning in higher education. Written for graduate student instructors, by graduate students with substantive teaching experience. Despite the medley of content, two common threads run throughout this volume: a strong focus on diversity and inclusion, and an acknowledgment of the increasing shift to online teaching.

This volume offers a range of responses to the problem of "disposable assignments," essays written just for a grade and then thrown away. The scholars collected here explore how renewable assignments can contribute to public knowledge, eliciting student work that is shared across networks of learning, that does something, that transcends the teacher's grade. Although there is significant interest in such innovative teaching practices, particularly in this year of pedagogical experimentation, there are few resources for teachers that collect in one place both scholarly context and practical advice for implementing renewable assignments in the classroom. The essays in this volume range widely, from demonstrating how digital tools engage and empower reluctant learners, to raising theoretical questions around intellectual property, to measuring the success of renewable assignments through outcomes assessment.

"Naming What We Know" examines the core principles of knowledge in the discipline of writing studies using the lens of "threshold concepts"--concepts that are critical for epistemological participation in a discipline.

Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing.

Concise yet comprehensive, this practical handbook summarizes important research in the teaching of composition and shows how to apply it in the classroom. In addition to covering such essential topics as linguistics, cognitive research, and the history of rhetoric, the author provides solid advice on teaching prewriting, sentence strategies, paragraphing, essay development, and revision. The book concludes with detailed chapters on assigning and evaluating student writing and on design in writing courses. The new edition has been substantially revised, bringing the material as well as the bibliography up to date with current scholarship.

After Pedagogy extends the postpedagogical conversation by turning to the experience of teaching itself.  Though the work of John Dewey, After Pedagogy argues that experience offers an arena in which theory and practice can coexist. Most important, experience can fashion the teachable moments of postpedagogical practice into resources for further growth. "We cannot know what precisely the student will do with what we have offered, but we can think with the student about the experience of the offer itself." By turning what students and teachers know about writing into an area of intellectual inquiry, a philosophy of experience can make teaching sustainable after pedagogy.

Addressing how composers transfer both knowledge about and practices of writing,nbsp;Writing across Contextsnbsp;explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge--assemblage, remix, and critical incident. A timely and significant contribution to the field,nbsp;Writing across Contextsnbsp;will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators. nbsp;