LEADER 04004nam 2200589 450 001 9910464326003321 005 20200520144314.0 010 $a0-87421-940-X 035 $a(CKB)3710000000167685 035 $a(EBL)1728039 035 $a(SSID)ssj0001261476 035 $a(PQKBManifestationID)11712194 035 $a(PQKBTitleCode)TC0001261476 035 $a(PQKBWorkID)11338580 035 $a(PQKB)11056425 035 $a(MiAaPQ)EBC3442925 035 $a(OCoLC)883568831 035 $a(MdBmJHUP)muse33877 035 $a(MiAaPQ)EBC1728039 035 $a(Au-PeEL)EBL3442925 035 $a(CaPaEBR)ebr10892191 035 $a(Au-PeEL)EBL1728039 035 $a(EXLCZ)993710000000167685 100 $a20140724h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssignments across the curriculum $ea national study of college writing /$fDan Melzer 210 1$aBoulder, Colorado :$cUtah State University Press,$d2014. 210 4$dİ2014 215 $a1 online resource (157 p.) 300 $aDescription based upon print version of record. 311 $a0-87421-939-6 320 $aIncludes bibliographical references and index. 327 $aContents; 1. A Panoramic View of College Writing; 2. Limited Purposes, Narrow Audiences: The Rhetorical Situations of College Writing; 3. Social Action, Social Inaction: The Genres of College Writing; 4. Each Course Is a Community: The Discourse Communities of College Writing; 5. The Power of Writing across the Curriculum: Writing Assignments in WAC Courses; 6. Implications for Teachers, Tutors, and WAC Practitioners; Appendix A: Institutions Surveyed; Appendix B: Sample Coded Assignments; References; Index 330 $a"In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments. The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments--the purposes and audiences--and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement. Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing"--$cProvided by publisher. 606 $aEnglish language$xRhetoric$xStudy and teaching 606 $aReport writing$xStudy and teaching 608 $aElectronic books. 615 0$aEnglish language$xRhetoric$xStudy and teaching. 615 0$aReport writing$xStudy and teaching. 676 $a808/.042071173 700 $aMelzer$b Dan$01038111 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464326003321 996 $aAssignments across the curriculum$92459480 997 $aUNINA