In Search of Eloquence: Cross-Disciplinary Conversations on the Role of Writing in Undergraduate Edu
	Quantity in Basket:none Code: 1-57273-576-7 Price:$57.50 Title: In Search of Eloquence Sub-title: Cross-Disciplinary Conversations on the Role of Writing in Undergraduate Education Author(s): Cornelius Cosgrove and Nancy Barta-Smith Publish Date: 2004 Pages: 268 Format: Cloth
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This book dialogically links scholarship in rhetoric, composition, and English Studies to the perspectives of faculty outside of English, and by so doing managed to both challenge and expand current thinking about writing pedagogy. The authors' recognition of the centrality of writing in undergraduate education leads them into extensive conversations with faculty from a variety of disciplines about writing's role in their own degree programs, scholarly disciplines, and professional practices. Those conversations explore just how composition specialists might effectively talk writing with faculty across disciplines, and how such talk might lead to writing instruction that is truly integral to every program of study. Gradually, a contemporary liberal arts quadrivium emerges, one that suggests no college curriculum should fail to teach the ability to analyze and adapt genres, as well as distinct forms of argumentation, the relationship between discourse and expertise, and appropriate usage and style. Most sobering is the book's realization that such a comprehensive rhetorical education is only possible through the full involvement of faculty in every academic discipline. Contents: MEETING THE RHETORICIAN'S CHALLENGE THROUGH CROSS-DISCIPLINARY CONVERSATION. Composition's Role When "English" No Longer Encompasses Writing Instruction. Conversation as a Model for Cross-Campus Talk About Writing. AN INSTITUTION AND ITS FACULTY: THE HOW AND WHY OF OUR STUDY. The Teaching Life at a Small Public Comprehensive. Searching for Written Eloquence: Programs and Problems. Processes and Principals. An Ending and a Beginning. IN SEARCH OF RECOGNITION: THE DYNAMICS OF THE INTERVIEWS. Developing Ordinary Language. Facilitating Conversation: Moves Both Adept and Clumsy. Interdisciplinary Study through Conversation. WHAT SHOULD STUDENTS WRITE? DISTANCES AND PROXIMITIES AMONG CLASSROOM, DISCIPLINARY AND WORK GENRES. Defining Genres. Identifying Genres. Connecting Classroom and Professional Genres. Considering Doubts and Possibilities. Translating, Playing and Adapting. Valuing Classroom Genres, Contexts, and Collaborations. WRITING AS INQUIRY, ARGUMENT AND PERSUASION. Logic, Emotion and Aesthetics in Inquiry and Argument. The Shifting Circumstances of Ethos in Academe. What, Then, Should We Teach? EXPERT KNOWLEDGE: KNOWING THAT, LEARNING HOW, AND ASKING WHY. Connecting Expertise to Practice. Asking Why or Learning How in Graduate School. Writing to Learn, Reflect and Critique in the Undergraduate Major. General Education as a Supplement to Specialist Expertise. Learning Non=Specialist Functional Expertise. CONNECTING CORRECTNESS AND STYLE TO WRITING INSTRUCITON WITHIN AND BEYOND DISCIPLINES. Teaching Writing and Teaching Correctness. Seeing Meaning as Stable or Variable. Connecting Style to Writing Within and Beyond Disciplines. FURTHER STEPS IN THE SEARCH FOR ELOQUENCE. Appendices. References. Author Index. Subject Index.