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...
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Logan :
Utah State University Press,
©2005.
©2005 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 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. |
| Beschreibung: | 1 online resource (240 pages) |
| Format: | Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |
| Bibliographie: | Includes bibliographical reference (pages 228-233) and index. |
| ISBN: | 0874215021 9780874215021 1283283344 9781283283342 9786613283344 6613283347 |
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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. | ||
| 588 | 0 | |a Print version record. | |
| 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. | ||
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
| 583 | 1 | |a digitized |c 2010 |h HathiTrust Digital Library |l committed to preserve |2 pda |5 MiAaHDL | |
| 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. | |
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| 650 | 0 | |a Report writing |x Study and teaching (Higher) |z United States. | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Rhetoric. |2 bisacsh | |
| 650 | 7 | |a REFERENCE |x Writing Skills. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Composition & Creative Writing. |2 bisacsh | |
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| adam_text | |
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| building | Verbundindex |
| bvnumber | localFWS |
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| contents | 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. 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. |
| ctrlnum | (OCoLC)62290208 |
| dewey-full | 808/.042/071073 |
| dewey-hundreds | 800 - Literature (Belles-lettres) and rhetoric |
| dewey-ones | 808 - Rhetoric & collections of literature |
| dewey-raw | 808/.042/071073 |
| dewey-search | 808/.042/071073 |
| dewey-sort | 3808 242 571073 |
| dewey-tens | 800 - Literature (Belles-lettres) and rhetoric |
| discipline | Literaturwissenschaft |
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tag="500" ind1=" " ind2=" "><subfield code="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.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical reference (pages 228-233) and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="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.</subfield></datafield><datafield tag="506" ind1=" " ind2=" "><subfield code="3">Use copy</subfield><subfield code="f">Restrictions unspecified</subfield><subfield code="2">star</subfield><subfield code="5">MiAaHDL</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="a">Electronic reproduction.</subfield><subfield code="b">[Place of publication not identified] :</subfield><subfield code="c">HathiTrust Digital Library,</subfield><subfield code="d">2010.</subfield><subfield code="5">MiAaHDL</subfield></datafield><datafield tag="538" ind1=" " ind2=" "><subfield code="a">Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.</subfield><subfield code="u">http://purl.oclc.org/DLF/benchrepro0212</subfield><subfield code="5">MiAaHDL</subfield></datafield><datafield tag="583" ind1="1" ind2=" "><subfield code="a">digitized</subfield><subfield code="c">2010</subfield><subfield code="h">HathiTrust Digital Library</subfield><subfield code="l">committed to preserve</subfield><subfield code="2">pda</subfield><subfield code="5">MiAaHDL</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="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.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="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.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">English language</subfield><subfield code="x">Rhetoric</subfield><subfield code="x">Study and teaching</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Report writing</subfield><subfield code="x">Study and teaching (Higher)</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES</subfield><subfield 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| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EBA-ocm62290208 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:15:47Z |
| institution | BVB |
| isbn | 0874215021 9780874215021 1283283344 9781283283342 9786613283344 6613283347 |
| language | English |
| oclc_num | 62290208 |
| open_access_boolean | |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (240 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2005 |
| publishDateSearch | 2005 |
| publishDateSort | 2005 |
| publisher | Utah State University Press, |
| record_format | marc |
| spelling | The outcomes book : debate and consensus after the WPA outcomes statement / edited by Susanmarie Harrington [and others]. Logan : Utah State University Press, ©2005. ©2005 1 online resource (240 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier data file 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. Includes bibliographical reference (pages 228-233) and index. Print version record. 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. Use copy Restrictions unspecified star MiAaHDL Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010. MiAaHDL Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL 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. 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. English. English language Rhetoric Study and teaching United States. Report writing Study and teaching (Higher) United States. LANGUAGE ARTS & DISCIPLINES Rhetoric. bisacsh REFERENCE Writing Skills. bisacsh LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. bisacsh EDUCATION Evaluation & Assessment. bisacsh English language Rhetoric Study and teaching fast Report writing Study and teaching (Higher) fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Harrington, Susanmarie. has work: The outcomes book (Text) https://id.oclc.org/worldcat/entity/E39PCFtFjRBKF7rYqcCyHPMdPP https://id.oclc.org/worldcat/ontology/hasWork Books at JSTOR: Open Access JSTOR Print version: Outcomes book. Logan : Utah State University Press, ©2005 0874216044 (DLC) 2004029702 (OCoLC)57349361 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=142841 Volltext |
| spellingShingle | The outcomes book : debate and consensus after the WPA outcomes statement / 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. 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. English language Rhetoric Study and teaching United States. Report writing Study and teaching (Higher) United States. LANGUAGE ARTS & DISCIPLINES Rhetoric. bisacsh REFERENCE Writing Skills. bisacsh LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. bisacsh EDUCATION Evaluation & Assessment. bisacsh English language Rhetoric Study and teaching fast Report writing Study and teaching (Higher) fast |
| title | The outcomes book : debate and consensus after the WPA outcomes statement / |
| title_auth | The outcomes book : debate and consensus after the WPA outcomes statement / |
| title_exact_search | The outcomes book : debate and consensus after the WPA outcomes statement / |
| title_full | The outcomes book : debate and consensus after the WPA outcomes statement / edited by Susanmarie Harrington [and others]. |
| title_fullStr | The outcomes book : debate and consensus after the WPA outcomes statement / edited by Susanmarie Harrington [and others]. |
| title_full_unstemmed | The outcomes book : debate and consensus after the WPA outcomes statement / edited by Susanmarie Harrington [and others]. |
| title_short | The outcomes book : |
| title_sort | outcomes book debate and consensus after the wpa outcomes statement |
| title_sub | debate and consensus after the WPA outcomes statement / |
| topic | English language Rhetoric Study and teaching United States. Report writing Study and teaching (Higher) United States. LANGUAGE ARTS & DISCIPLINES Rhetoric. bisacsh REFERENCE Writing Skills. bisacsh LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. bisacsh EDUCATION Evaluation & Assessment. bisacsh English language Rhetoric Study and teaching fast Report writing Study and teaching (Higher) fast |
| topic_facet | English language Rhetoric Study and teaching United States. Report writing Study and teaching (Higher) United States. LANGUAGE ARTS & DISCIPLINES Rhetoric. REFERENCE Writing Skills. LANGUAGE ARTS & DISCIPLINES Composition & Creative Writing. EDUCATION Evaluation & Assessment. English language Rhetoric Study and teaching Report writing Study and teaching (Higher) United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=142841 |
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