Writing Program Administration
Series Editors: Susan H. McLeod and Margot Soven
Information and Pricing
978-1-60235-929-1 (paperback, $34); 978-1-60235-930-7 (hardcover, $68); 978-1-60235-931-4 (PDF on CD, $20) © 2017 by Parlor Press. 332 pages, with notes, bibliography, and index.
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"Some people within the United States seem caught up in extreme fear, expressed in isolationism, Islamophobia, and other bigotries. Certainly there is call for caution and for vigilance, but extremists don't particularly like these words: they want to ban Muslims from entering the United States, to put certain people in internment camps, to refuse to accept any refugees from Syria and other countries. It's a very dispiriting time, here at the end of 2015, and it's hard to find examples of people thinking clearly and cogently, which is one reason I have been so drawn to the work of this volume that is dedicated to developing young people's abilities to think clearly and cogently—and creatively and ethically as well." —Andrea A. Lunsford (from the Afterword)
The Framework for Success in Postsecondary Writing: Scholarship and Applications illustrates the widespread applications of the Framework for Success in Postsecondary Writing, especially the eight habits of mind, in helping students to be successful not only in postsecondary writing courses but also in four arenas of life: academic, professional, civic, and personal. Chapters focus on a wide range of research, theory, and practice related to using the habits of mind and other features of the Framework to enhance teaching and learning.
With a Foreword by Peggy O'Neill, Linda Adler-Kassner, Cathy Fleischer, and Anne-Marie Hall and an Afterword by Andrea A. Lunsford.
Additional contributors include Nicholas Behm, Ellen C. Carillo, Beth Brunk-Chavez, Angela Clark-Oates, Dana Driscoll, Andrea Feldman, Amy C. Kimme Hea, Alice S. Horning, Lauren S. Ingraham, Kristine Johnson, Peter H. Khost, Faith Kurtyka, Amanda Laudig, Andrea A. Lunsford, Alice Johnston Myatt, Dawn S. Opel, Lori Ostergaard, Rebecca Powell, Sherry Rankins-Robertson, Rodrigo Joseph Rodríguez, Duane Roen, Cathy Rorai, Jenna Pack Sheffield, Ellen Shelton, Martha A. Townsend, and Kenneth C. Walker.
Nicholas N. Behm is Associate Professor of English at Elmhurst College in Elmhurst, Illinois. He studies composition pedagogy and theory, writing assessment, and critical race theory. He is a former member of the CWPA Executive Board and served on the committee charged with revising the CCCC Statement on Preparing Teachers of College Writing. With Greg Glau, Deborah Holdstein, Duane Roen, and Ed White, he is co-editor of The WPA Outcomes Statement—A Decade Later.
Sherry Rankins-Robertson is Associate Professor of Rhetoric and Writing at the University of Arkansas at Little Rock (UALR). She has served as Associate Vice Chancellor of Academic Affairs and Writing Program Administrator at UALR. Her research and publications explore designing writing assignments to respond to the national learning outcomes, developing curriculum and assessing learning in online environments, offering instruction to incarcerated writers, and using multimodal instruction. Recently, she was one of the co-editors of WPA: Writing Program Administration. She is currently working on an edited collection with Joe Lockard titled Prison Pedagogy: Teaching and Learning with Imprisoned Writers. Her publications have appeared in The Journal of Writing Assessment; Kairos: A Journal of Rhetoric, Technology, and Pedagogy; Computers and Composition; Academe; WPA: Writing Program Administration; and Journal of Basic Writing and include nearly a dozen book chapters.
Duane Roen is Professor of English at Arizona State University, where he serves as Dean of the College of Integrative Sciences and Arts, Dean of University College, and Vice Provost. Duane has written about writing across the curriculum; writing curricula, pedagogy, and assessment, among other topics. His books include Views from the Center: The CCCC Chairs' Addresses, 1977–2005; The WPA Outcomes Statement: A Decade Later (with Nicholas Behm, Greg Glau, Deborah Holdstein, and Edward White); and The McGraw-Hill Guide: Writing for College, Writing for Life (with Greg Glau and Barry Maid).
Foreword: Then and Now, Reflections on the Framework Six Years Out
Peggy O'Neill, Linda Adler-Kassner, Cathy Fleischer, and Anne-Marie Hall
Nicholas Behm, Sherry Rankins-Robertson, and Duane Roen
1 Framing the Framework
2 Figuring Programmatic Agency: The Framework as Critical Rearticulatory Practice in Writing Program Administration
Amy C. Kimme Hea, Jenna Pack Sheffield, and Kenneth C. Walker
3 A Place for Reading in the Framework for Success in Postsecondary Writing: Recontextualizing the Habits of Mind
Ellen C. Carillo
4 Enhancing the Framework for Success: Adding Experiences in Critical Reading
Alice S. Horning
5 Steps to Collegiate Success in Second Language Writing
6 A Writing Program's Teachers Speak: Metacognition and the Framework for Success in Postsecondary Writing
Dawn S. Opel
7 Messy But Meaningful: Using the Habits of Mind to Understand Extracurricular Learning
8 Experience, Values, and Habitus: Twelfth Graders and the Framework's Habits Of Mind
9 The Framework for Success as Rhetorical Common Denominator
Peter H. Khost
10 The Framework for Success Goes Online: Integration of the Framework into Online Writing Courses
11 Using the Framework to Develop a Common Core State Standards-Aligned Curriculum for First-Year Composition
Lauren S. Ingraham
12 Applications of the Framework for Success in Postsecondary Writing at the University of Mississippi: Shaping the Praxis of Writing Instruction
Alice Johnston Myatt and Ellen Shelton
13 Metacognitive Persistence and Cultural Knowledge: Application of the Framework with Preservice Teachers for Writing Instruction in Secondary Schools
Rodrigo Joseph Rodríguez
14 Using the Eight Habits of Mind to Foster Critical Sustained Reflections: Active Teaching and Learning
15 A Framework-Based "No-Text/Two-Text" Honors Composition Course
Martha A. Townsend
16 Bridging High School and College Writing: Using the Framework to Shape Basic Writing Curricula
Lori Ostergaard, Dana Driscoll, Cathy Rorai, and Amanda Laudig
Andrea A. Lunsford