LEADER 03820nam 2200637 a 450 001 9910140810803321 005 20200520144314.0 010 $a9780874217704 010 $a0874217709 035 $a(CKB)2670000000041485 035 $a(EBL)713768 035 $a(OCoLC)658044698 035 $a(SSID)ssj0000418829 035 $a(PQKBManifestationID)11312784 035 $a(PQKBTitleCode)TC0000418829 035 $a(PQKBWorkID)10378065 035 $a(PQKB)11267742 035 $a(MiAaPQ)EBC3442810 035 $a(MdBmJHUP)muse9437 035 $a(MiAaPQ)EBC713768 035 $a(Au-PeEL)EBL713768 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/48740 035 $a(Perlego)2068217 035 $a(oapen)doab48740 035 $a(EXLCZ)992670000000041485 100 $a20100115d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aGoing public $ewhat writing programs learn from engagement /$fedited by Shirley K. Rose, Irwin Weiser 205 $a1st ed. 210 $aLogan, Utah $cUtah State University Press$d2010 215 $a1 online resource (259 pages) 300 $aDescription based upon print version of record. 311 08$a9780874217698 311 08$a0874217695 320 $aIncludes bibliographical references. 327 $aContents; Introduction; 1. Infrastructure Outreach and the Engaged Writing Program; 2. Centering Community Literacy; 3. The Arkansas Delta Oral History Project; 4. The Illusion of Transparency at an HSI; 5. A Hybrid Genre Supports Hybrid Roles in Community-UniversityCollaboration; 6. Apprenticing Civic and Political Engagement in the First Year Writing Program; 7. Wearing Multiple Hats; 8. Students, Faculty and "Sustainable" WPA Work; 9. The Writing Center as Site for Engagement; 10. Not Politics as Usual; 11. Coming Down from the Ivory Tower; 12. The WPA as Activist 327 $a13. Writing Program Administration and Community Engagement: A Bibliographic EssayAbout the Authors 330 $aAn important new resource for WPA preparation courses. In Going Public, Rose and Weiser moderate a discussion of the role of the writing program vis-a-vis the engagement movement, the service learning movement, and the current interest in public discourse/civic rhetoric among scholars of rhetoric and composition. While there have been a number of publications describing service-learning and community leadership programs, most of these focus on curricular elements and address administrative issues primarily from a curricular perspective. The emphasis of Going Public is on the ways that engagement-focused programs change conceptions of WPA identity. Writing programs are typically situated at points where students make the transition from community to college or from college to community, and are already dedicated to developing literacies that are critically needed in communities. As institutions begin to include more explicit engagement with citizen and stakeholder groups as an element of their mission, writing program administrators find themselves with an opportunity to articulate ways in which writing program goals and purposes can significantly contribute to achieving these new institutional goals. 606 $aEnglish language$xStudy and teaching (Secondary)$zUnited States 606 $aLanguage arts (Secondary)$zUnited States 615 0$aEnglish language$xStudy and teaching (Secondary) 615 0$aLanguage arts (Secondary) 676 $a428.0071/2 701 $aRose$b Shirley K$0801341 701 $aWeiser$b Irwin$0801340 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910140810803321 996 $aGoing Public$92437178 997 $aUNINA