000			03413cam a2200373 a 4500
001			u8200
003			SA-PMU
005			20210418123538.0
008			051018s2006 nhu b 000 0 eng
010			_a 2005030415
040			_aDLC _beng _cDLC _dYDX _dBAKER _dIXA _dBTCTA _dYDXCP _dOCLCG _dY9U _dOCLCQ _dMST _dA7U _dOCLCF
020			_a0867095563 (acid-free paper)
020			_a9780867095562 (acid-free paper)
035			_a(OCoLC)62134691
050	0	0	_aPE1404 _b.T4717 2006
082	0	0	_a808/.0420711 _222
100	1		_aThaiss, Christopher J., _d1948-
245	1	0	_aEngaged writers and dynamic disciplines : _bresearch on the academic writing life / _cChristopher Thaiss, Terry Myers Zawacki.
260			_aPortsmouth, NH : _bBoynton/Cook, _cc2006.
300			_ax, 186 p. ; _c23 cm.
504			_aIncludes bibliographical references (p. 171-179).
505	0		_aChapter One: What's Academic? What's Alternative? -- What is Academic Writing? What Are Its Standards? -- What Constitutes an Alternative to Academic Writing? -- Disciplines, Genres, and Research on Alternative Discourses and the Academy -- Our Methods and Materials -- Chapter Two: Faculty Speak about Their Writing, Disciplines, and Alternatives -- Disciplinary Standards vs. Academic Standards -- The Analytic Academy: Tension between Reason, Emotion, and the Body -- Allowed Alternatives -- Working Outside Disciplinary Boundaries -- Chapter Three: How Our Informants Teach Students to Write -- How to think like a scientist: Teaching the Tools of the Discipline -- Good writing is good writing: Perceiving the Universal in the Disciplinary -- Neither This nor That: Alternative Exigencies, Alternative Forms -- New Media, Hypermedia, Multimedia -- Faculty Expectations as Seen in Department Assessment Rubrics -- Conclusion: The Standards vs. the Alternative -- Chapter Four: Students Speak about Expectations, Confidence, and How They Learn -- Our Sources of Data -- Student Expectations for Writing in Their Disciplines -- Passion and the Discipline -- How Students Learn to Write in Their Disciplines -- How Our Students Perceptions Relate to the Taxonomy of Alternatives -- Chapter Five: Implications for Teaching and Program Building -- Conclusions -- The Discipline and the Passion -- Alternative Discourses -- Five Contexts for Writing Assignments -- Stages of Writing Development into a Discipline -- Tension between Individual Desire and Disciplinary Convention -- Practices for Teachers -- Practices for Faculty and Program Development -- Directions for Future Research -- Works Cited.
520			_a"This book 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." --Book Jacket.
650		0	_aEnglish language _xRhetoric _xStudy and teaching.
650		0	_aInterdisciplinary approach in education.
650		0	_aAcademic writing _xStudy and teaching.
650		0	_aScholarly publishing.
650		0	_aAcademic writing.
700	1		_aZawacki, Terry Myers.
856	4	1	_3Table of contents only _uhttp://catdir.loc.gov/catdir/toc/ecip062/2005030415.html
942			_cBOOK
994			_aZ0 _bSUPMU
596			_a1 2
999			_c3515 _d3515