Description: Founded at the University of Georgia in 1947 and published there ever since, The Georgia Review is one of America’s most highly regarded journals of arts and letters. Each quarterly issue offers a diverse, thoughtfully orchestrated gathering of short stories. / Gloria Naylor - Ethics and the language of AIDS / Judith Wilson Ross - From outside, in / Barbara Mellix - Of girls and chicks / Francine Frank and Frank Anshen - Refugee ship / Lorna Dee Cervantes - Mother tongue / Amy Tan - The Indian wants the Bronx / Israel Horovitz - Theme for English B / Langston Hughes - 'I just wanna be.

Since its initial publication, Writing about Writing has empowered tens of thousands of students to investigate assumptions about writing and to explore how writing works. It does so by making writing itself the subject of inquiry. Unique to Wardle and Downs’ approach, the text presents “threshold concepts” about writing—central ideas that writers need to understand in order to progress. As they come to a deeper understanding of these threshold concepts, students are able to transfer their understanding to any writing situation they encounter.This new edition has been refined and improved based on input from instructors using the text. Now with more explicit instruction to support academic writers, a new Part One explains the value of investigating writing, introduces threshold concepts and the notion of transfer, details the elements of genre and rhetorical reading, and offers a guide for conducting writing studies research at a level appropriate for undergraduates. The readings chapters have been updated and streamlined, and as in past editions they are supported with introductions, scaffolded questions, and activities. An extensive Instructor’s Manual by teacher-trainer Matt Bryan provides support for teaching with a writing-about-writing approach.

Join the movement that is transforming First-Year CompositionSince its initial publication, Writing about Writing has empowered tens of thousands of students to investigate assumptions about writing and to explore how writing works. It does so by making writing itself the subject of inquiry. Unique to Wardle and Downs’ approach, the text presents “threshold concepts” about writing—central ideas that writers need to understand in order to progress. As they come to a deeper understanding of these threshold concepts, students are able to transfer their understanding to any writing situation they encounter.This new edition has been refined and improved based on input from instructors using the text. Now with more explicit instruction to support academic writers, a new Part One explains the value of investigating writing, introduces threshold concepts and the notion of transfer, details the elements of genre and rhetorical reading, and offers a guide for conducting writing studies research at a level appropriate for undergraduates. The readings chapters have been updated and streamlined, and as in past editions they are supported with introductions, scaffolded questions, and activities. An extensive Instructor’s Manual by teacher-trainer Matt Bryan provides support for teaching with a writing-about-writing approach.

Focuses on threshold concepts that will improve students’ writing practice. In Writing about Writing, students explore the field’s “threshold concepts” —central ideas that they need to understand in order to progress as writers. The purpose of studying threshold concepts is introduced in Chapter 1. Chapters 4-7 each take up a threshold concept for students to explore through readings, journal and discussion questions, and writing assignments. As they come to a deeper understanding of these threshold concepts, students are able to transfer this healthier and more productive understanding of writing to any writing situation they will encounter.Readings introduce transformative ideas in Writing Studies, with scaffolded support for students.

The introductions and questions that accompany the readings help students see these texts as springboards for exploring their own experiences with writing, discourse, and literacy. The student essays included among the readings illustrate the power of a writing-about-writing approach—and students’ ability to contribute to the conversation about writing.Writing prompts and assignments encourage students to formulate their own questions about writing and pursue answers through reflection and research. “Write Reflectively” and “Try Thinking Differently” activities in Part One, and “Questions for Discussion and Journaling,” “Applying and Exploring Ideas,” and “Meta Moments” in Part Two engage students in critical and creative thinking about the subject of writing. Major Writing Assignment options in every chapter provide scaffolded instruction for engaging in writing studies research at an appropriate level for first-year students. In a new Part One (Chapters 1-3), Wardle and Downs empower students to enter the conversation about writing.

In these new chapters, Wardle and Downs lay the foundation for students to engage with the readings and frame their work as inquiry. Using a conversational style and accessible examples, the authors cover such topics as why threshold concepts matter, how transfer works, what genres are and how writers depend on them, principles of rhetorical reading, and guidelines for conducting primary research on writing.A new sequence of readings in Part Two (Chapters 4-7) reflects the feedback of Writing about Writing teachers. These chapters, organized around threshold concepts of Writing Studies, continue to offer a mix of readings by scholars, professional writers, and students. The sequence of chapters has been changed to better align with how teachers are using the book, and some readings have been moved into different chapters-but the text remains flexible for instructors who like to create their own sequences.New readings reflect current subjects of inquiry in Writing Studies. 'Writing About Writing is the text for developing and supporting a composition course to guide students through understanding what writing is and who they are in relation to composing and consuming different kinds of texts. It is my foundational go-to for helping students work through the complex and difficult questions and processes of writing. And it's my personal pedagogical refresher.'

-Andrew Hollinger, University of Texas, Rio Grande Valley'Writing About Writing does a phenomenal job of teaching students the key threshold concepts that they desperately need to be able to navigate their composition courses, the university, and their personal and professional lives. I adopted it as my text simply because it just does a great job at getting students to be invested in improving their own writing practice.' -Allison Morrow, University of South Alabama. Exploring Threshold Concepts of Writing through Inquiry. Chapter 1. Investigating Writing: Threshold Concepts and TransferWhy Study Writing?Threshold Concepts of WritingTransfer: Applying Learning to New Writing SituationsMajor Writing Assignments: Writing about Threshold ConceptsAssignment Option 1: Challenging and Exploring Your Conceptions about Writing.

Assignment Option 2: What Is Writing and How Does It Work in the World? A Collage and Artist’s Statement. Chapter 2.

Readers, Writers, and Texts: Understanding Genre and Rhetorical ReadingReading and Writing for Conversational InquiryGenres and How Writers and Readers Depend on ThemRhetorical Reading: The Reader’s Role in Conversational Inquiry. Major Writing Assignment: Genre Analysis.

Chapter 3. Participating in Conversational Inquiry about WritingWalking into the PartyFormulating a Research QuestionSeeking Answers by Gathering DataTelling Your Story: Sharing Your ResearchMajor Writing Assignments: Participating in Conversational Inquiry. Assignment Option 1: Entering the Burkean Parlor: Exploring a Conversation about Writing.

Assignment Option 2: Developing a Research QuestionPart Two. Joining Conversations about WritingChapter 4. ComposingThreshold Concept: Writing Is a Process and All Writers Have More to LearnAnne Lamott, Shitty First DraftsSondra Perl, The Composing Processes of Unskilled College WritersCarol Berkenkotter, Decisions and Revisions: The Planning Strategies of a PublishingWriter, and Donald M. Murray, Response of a Laboratory Rat—or, Being ProtocoledNancy Sommers, Revision Strategies of Student Writers and Experienced Adult WritersMike Rose, Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block.

Michael-John DePalma and Kara Poe Alexander, A Bag Full of Snakes: Negotiating the Challenges of Multimodal Composition. Jaydelle Celestine, Did I Create the Process? Or Did the Process Create Me?Richard Straub, Responding—Really Responding—to Other Students’ WritingMajor Writing Assignments: Writing about ProcessesAssignment Option 1: AutoethnographyAssignment Option 2: Portrait of a Writer. Assignment Option 3: Illustrating Writers’ ProcessesChapter 5. LiteraciesThreshold Concept: Writing Is Impacted by Identities and Prior ExperiencesDeborah Brandt, Sponsors of LiteracySandra Cisneros, Only DaughterVictor Villanueva, Excerpt from Bootstraps: From an American Academic of ColorArturo Tejada Jr., Esther Gutierrez, Brisa Galindo, DeShonna Wallace, and Sonia Castaneda, Challenging Our Labels: Rejecting the Language of RemediationJoseph M. Williams, The Phenomenology of Error.

Vershawn Ashanti Young, Should Writers Use They Own English?Barbara Mellix, From Outside, In. Julie Wan, Chinks in My Armor: Reclaiming One’s VoiceMajor Writing Assignments: Writing about LiteraciesAssignment Option 1: Literacy NarrativeAssignment Option 2: Group Analysis of Literacy HistoryAssignment Option 3: Linguistic Observation and AnalysisChapter 6. RhetoricThreshold Concept: “Good” Writing Is ContextualDoug Downs, Rhetoric: Making Sense of Human Interaction and Meaning-MakingKeith Grant-Davie, Rhetorical Situations and Their ConstituentsJames E. Porter, Intertextuality and the Discourse CommunityChristina Haas and Linda Flower, Rhetorical Reading Strategies and the Construction of MeaningMargaret Kantz, Helping Students Use Textual Sources PersuasivelyDonald M. Murray, All Writing Is Autobiography.

Julia Arbutus, The Value of Rhetorical Analysis Outside AcademiaMajor Writing Assignments: Writing about RhetoricAssignment Option 1: Rhetorical Analysis of a Previous Writing Experience. Assignment Option 2: Navigating Sources That DisagreeAssignment Option 3: Rhetorical Reading Analysis: Reconstructing a Text’s Context, Exigence, Motivations and AimsChapter 7.

CommunitiesThreshold Concept: People Collaborate to Get Things Done with WritingJames Paul Gee, Literacy, Discourse, and Linguistics: IntroductionTony Mirabelli, Learning to Serve: The Language and Literacy of Food Service Workers. John Swales, Reflections on the Concept of Discourse CommunityAnn M. Johns, Discourse Communities and Communities of Practice: Membership, Conflict, and DiversityPerri Klass, Learning the LanguageLucille P. Elizabeth WardleElizabeth Wardle is Professor and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University (OH). She was Chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF), and Director of Writing Programs at UCF and University of Dayton.

These experiences fed her interest in how students learn and repurpose what they know in new settings. With Linda Adler-Kassner, she is co-editor of Naming What We Know: Threshold Concepts of Writing Studies, winner of the WPA Award for Outstanding Contribution to the Discipline (2016). These materials are owned by Macmillan Learning or its licensors and are protected by copyright laws in the United States and other jurisdictions. Such materials may include a digital watermark that is linked to your name and email address in your Macmillan Learning account to identify the source of any materials used in an unauthorised way and prevent online piracy. These materials are being provided solely for instructional use by instructors who have adopted Macmillan Learning’s accompanying textbooks or online products for use by students in their courses. These materials may not be copied, distributed, sold, shared, posted online, or used, in print or electronic format, except in the limited circumstances set forth in the Macmillan Learningand any other reproduction or distribution is illegal.

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