In this singular study, David R. Russell provides a history of writing instruction outside general composition courses in American secondary and higher education, from the founding of public secondary schools and research universities in the 1870s through the spread of the writing-across-the-curriculum movement in the 1980s. Russell's task is to examine the ways writing was taught in the myriad curricula that composed the varied structure of secondary and higher education in modern America. He begins with the assertion that, before the 1870s, writing was taught as ancillary to speaking. As a result, formal writing instruction was essentially training in handwriting, the mechanical process of transcribing sound to visual form. From this point, Russell carefully examines academic writing, its origins and its teaching, from a broad institutional perspective. He looks at the history of little-studied genres of student writing such as the research paper, lab report, and essay examination. Tracing the effects of increasing specialization on writing instruction, he notes how two new ideals of academic life, research and utilitarian service, shaped writing instruction into its modern forms. Finally, he contributes the definitive history of the current writing-across-the-curriculum movement, providing a study of the long tradition of other WAC efforts with an analysis of why they have waned.

This reader provides a firm grounding in academic writing, showing students how to read academic texts and use them as sources for college papers. Offering a broad and comprehensive selection of readings to help students develop their abilities to think critically and reason cogently, it shows them how to work individually and collaboratively as they move through the entire process of writing from sources from reading the original source to planning, drafting and revising essays.

Being literate in an academic discipline is more than being able to read and comprehend text; you can think, speak, and write as a historian, scientist, mathematician, or artist. Author Doug Buehl strips away the one-size-fits-all approach to content area literacy and presents an instructional model for disciplinary literacy, which honors the discipline and helps students learn within that area. In this revised second edition, Developing Readers in the Academic Disciplines shows how to help students adjust their thinking to comprehend a range of complex texts that fall outside their reading comfort zones. Inside you'll find: Instructional tools that adapt generic literacy practices to discipline-specific variations Strategies for frontloading instruction to activate and build background knowledge New approaches for encouraging inquiry around disciplinary texts In-depth exploration of the role of argumentation in informational text Numerous examples from science, mathematics, history and social studies, English/language arts, and related arts to show you what vibrant learning looks like in various classroom settings Designed to be a natural companion to Buehl's Classroom Strategies for Interactive Learning, Developing Readers in the Academic Disciplines introduces teachers from all disciplines to new kinds of thinking and, ultimately, teaching that helps students achieve new levels of understanding.

This book provides a comprehensive and coherent step-by-step guide to writing in scientific academic disciplines. It is an invaluable resource for those working on a PhD thesis, research paper, dissertation, or report. Writing these documents can be a long and arduous experience for students and their supervisors, and even for experienced researchers. However, this book can hold the key to success. Mapping the steps involved in the writing process - from acquiring and organizing sources of information, to revising early drafts, to proofreading the final product - it provides clear guidance on what to write and how best to write it. Features: Step-by-step approach to academic writing in scientific disciplines Ideal guidance for PhD theses, papers, grant applications, reports and more Includes worked-out examples from real research papers and PhD theses and templates and worksheets are available online to help readers put specific tasks into practice

Combining a rhetoric, a reader, and a handbook, this three-in-one volume explores the conventions and forms of academic writing common throughout the humanities, the social sciences, and the sciences. By progressing through the engaging lessons, readings, and exercises, students will build theskills they need to write with confidence in their chosen discipline.

Valued for its clear, accessible presentation of disciplinary writing, the first edition of An Insider’s Guide to Academic Writing was celebrated by adopters at two-year and four-year schools alike. With this second edition, the authors build on that proven pedagogy, offering a series of flexible, transferable frameworks and unique Insider’s video interviews with scholars and peers that helps students to adapt to the academic writing tasks of different disciplinary discourse communities - and helps instructors to teach them. New to the second edition is additional foundational support on the writing process, critical reading, and reflection, to give students stronger tools to apply to their disciplinary writing. An Insider’s Guide to Academic Writing is based on the best practices of a first-year composition program that has trained hundreds of teachers who have instructed thousands of students. Use ISBN 978-1-319-05355-0 to get access to the online videos for free with the brief text and ISBN 978-1-319-05354-3 for the version with readings.

Applied linguistics as a discipline embodies a wide canvass of knowledge pertaining to language studies. One dimension of this knowledge that has whetted the appetite of scholars is student academic writing. Professor Chandrasoma´s book critically explores academic interdisciplinarity, a relatively new area of student writing in our contemporary contexts, from different perspectives: approaches to ESL/EFL/EAP, disciplinary integration, linguistic capital, pedagogical practices in applied linguistics, generically diverse assessment tasks, extra-disciplinarity, pedagogic desire, curricular issues, and socio-economic imperatives. His work also offers a comprehensive study of how student writers grapple with interdisciplinary knowledge in the academy. In Chapter two, the author introduces a typology of interdisciplinarity, and he substantiates his claims with empirical evidence, thus demystifying its abstract and vague definitions abounding in the literature. This is an area where he really breaks fresh grounds. The intellectual intensity of this book emerges largely from the novel concepts introduced in his discussions on interdisciplinary integration in the university curricula in the last two decades. Since almost every discipline has crossed its boundaries, student writing has become a more complex and intricate academic exercise as has never been before. Professor Chandrasoma emphasizes the need for knowledge for specific purposes programs peripheral to the currently used English for academic/specific purposes programs in universities in order to enculturate novice student writers into the new culture of interdisciplinary integration. This seminal work proposes critical interdisciplinarity as a sustainable pedagogical practice to cope with a plethora of difficulties encountered by student writers at various stages of constructing their texts. The book meets a long felt need as evidenced by the paucity of literature on interdisciplinary studies in particular reference to student writing. Hence this book is an asset to language teachers, academic support advisors, curriculum developers, researchers in linguistics, and student writers. As far as academic disciplines are concerned, the book has a specific focus on English language (ESL/EFL/EAP), applied linguistics, and education. The book will also serve as an invaluable resource for various programs where academic literacies are vital. In particular it lends itself to programs such as foundation studies, developmental education, and interdisciplinary studies both at graduate and postgraduate levels in universities and colleges.

How do faculty across the disciplines define the qualities of good writing? What assumptions underlie their writing assignments? How do students learn to write within their majors? Meet teacher expectations? Acquire proficiency in academic genres? Chris Thaiss and Terry Myers Zawacki sought answers to these important questions in their landmark, four-year, crossdisciplinary study of faculty and students from a wide range of majors. Their results will change your approach to teaching writing. Thoroughly researched and incisively written, Engaged Writers and Dynamic Disciplines shows faculty and student writers taking risks with form and ideas as they weigh the demands of writing in the academy with their own passions for learning and self-expression. Thaiss and Zawacki demonstrate that academic disciplines are dynamic spaces that accommodate a variety of alternative styles and visions, even as they respect careful, systematic research. --Publisher's description.

The field of English for Academic Purposes (EAP) developed to address the needs of students whose mother tongue is not English. However, the linguistic competence required to achieve academic success at any university where English is the medium of instruction is a challenge for all students. While there are linguistic features common to academic literacy as a general genre, closer investigation reveals significant differences from one academic field to another. This volume asks what good writing is within specific disciplines, focussing on student work. Each chapter provides key insights by EAP professionals, based on their research in which they bring together analysis of student writing and interviews with subject specialists and markers who determine what 'good writing' is in their discipline. The volume includes chapters on established disciplines which have had less attention in the EAP and academic writing literature to date, including music, formal linguistics, and dentistry, as well as new and growing fields of study such as new media. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.

"From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage withtexts and ideas in English/literature, science, math, history, and arts classrooms. The book shows that while general strategies for reading informational texts are essential, they are not enough--students also need to learn processing strategies that are quite specific to each subject and its typical tasks or problems. Vignettes from exemplary classrooms illustrate research-based ways to build content-area knowledge while targeting essential reading and writing skills"-- Provided by publisher.