LEADER 03870nam 2200649 a 450 001 9910455882503321 005 20200520144314.0 010 $a1-4106-0972-3 035 $a(CKB)111087027891130 035 $a(EBL)335496 035 $a(OCoLC)476147735 035 $a(SSID)ssj0000136764 035 $a(PQKBManifestationID)11152571 035 $a(PQKBTitleCode)TC0000136764 035 $a(PQKBWorkID)10084262 035 $a(PQKB)10798715 035 $a(MiAaPQ)EBC335496 035 $a(Au-PeEL)EBL335496 035 $a(CaPaEBR)ebr10227404 035 $a(CaONFJC)MIL610045 035 $a(EXLCZ)99111087027891130 100 $a20030506d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDemythologizing language difference in the academy$b[electronic resource] $eestablishing discipline-based writing programs /$fMark Waldo 210 $aMahwah, N.J. $cLawrence Erlbaum Associates$d2004 215 $a1 online resource (223 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-4736-7 311 $a0-8058-4735-9 320 $aIncludes bibliographical references (p. 197-201) and index. 327 $aBook Cover; Title; Copyright; Contents; Preface; Introduction: How Universities Are Towers of Babel and How They Are Not; 1 First-Year English, Graduate Programs in Composition Studies, and Writing Across the Curriculum: In the Tower Wobbling; 2 Saving Wordsworth's Poet; 3 Wordsworth's Poet Conducts WAC Workshops, or the Influence of Writing to Learn on the Cross-Curricular Writing Enterprise; 4 WAC Administration Reduced to English-Only, Writing-Intensive, or Discipline-Based Models; 5 Still the Last Best Place for Writing Across the Curriculum: The Writing Center 327 $a6 Workshops for Designing Assignments and Grading Writing Across the Curriculum: A Difference-Based Approach7 Assessing Student Writing Within the Disciplines; 8 Specialization, Stewardship, and WAC: An Essential Partnership; Appendix A; Appendix B: Why Is It Important to Advance Critical Thinking Skills?; Appendix C: Toward Identifying Critical Thinking; Appendix D; Appendix E: Sample Assignments; Appendix F: Samples of Student Physics Papers; Appendix G: Writing Center Phone Survey; Appendix H: Visitor Response Sheet UNR Writing Center; References; Author Index; Subject Index 330 $aIn this volume, Mark Waldo argues that writing across the curriculum (WAC) programs should be housed in writing centers and explains an innovative approach to enhancing their effectiveness: focus WAC on the writing agendas of the disciplines. He asserts that WAC operation should reflect an academy characterized by multiple language communities--each with contextualized values, purposes, and forms for writing, and no single community's values superior to another's. Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines inste 606 $aEnglish language$xRhetoric$xStudy and teaching 606 $aAcademic writing$xStudy and teaching (Higher) 606 $aInterdisciplinary approach in education 606 $aLearning and scholarship$vTerminology 606 $aLanguage and education 608 $aElectronic books. 615 0$aEnglish language$xRhetoric$xStudy and teaching. 615 0$aAcademic writing$xStudy and teaching (Higher) 615 0$aInterdisciplinary approach in education. 615 0$aLearning and scholarship 615 0$aLanguage and education. 676 $a808/.042/0711 700 $aWaldo$b Mark L$0913137 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455882503321 996 $aDemythologizing language difference in the academy$92045597 997 $aUNINA LEADER 04273nam 2200733Ia 450 001 9910781068603321 005 20230207231148.0 010 $a1-282-53736-9 010 $a9786612537363 010 $a0-226-38834-4 024 7 $a10.7208/9780226388342 035 $a(CKB)2550000000007457 035 $a(EBL)485970 035 $a(OCoLC)593240114 035 $a(SSID)ssj0000336773 035 $a(PQKBManifestationID)11244472 035 $a(PQKBTitleCode)TC0000336773 035 $a(PQKBWorkID)10282100 035 $a(PQKB)11266726 035 $a(MiAaPQ)EBC485970 035 $a(DE-B1597)535749 035 $a(OCoLC)847370479 035 $a(DE-B1597)9780226388342 035 $a(Au-PeEL)EBL485970 035 $a(CaPaEBR)ebr10366801 035 $a(CaONFJC)MIL253736 035 $a(EXLCZ)992550000000007457 100 $a19941007d1995 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDiscourses of the vanishing$b[electronic resource] $emodernity, phantasm, Japan /$fMarilyn Ivy 210 $aChicago $cUniversity of Chicago Press$d1995 215 $a1 online resource (284 p.) 300 $aDescription based upon print version of record. 311 $a0-226-38832-8 311 $a0-226-38833-6 320 $aIncludes bibliographical references (p. 249-260) and index. 327 $tFrontmatter -- $tContents -- $tAcknowledgments -- $tChapter One. National-Cultural Phantasms and Modernity's Losses -- $tChapter Two. Itineraries of Knowledge: Trans-Figuring Japan -- $tChapter Three. Ghastly Insufficiencies: Tono Monogatari and the Origins of Nativist Ethnology -- $tChapter Four. Narrative Returns, Uncanny Topographies -- $tChapter Five. Ghostly Epiphanies: Recalling the Dead on Mount Osore -- $tChapter Six. Theatrical Crossings, Capitalist Dreams -- $tAfterwords on Repetition and Redemption -- $tBibliography -- $tIndex 330 $aJapan today is haunted by the ghosts its spectacular modernity has generated. Deep anxieties about the potential loss of national identity and continuity disturb many in Japan, despite widespread insistence that it has remained culturally intact. In this provocative conjoining of ethnography, history, and cultural criticism, Marilyn Ivy discloses these anxieties-and the attempts to contain them-as she tracks what she calls the vanishing: marginalized events, sites, and cultural practices suspended at moments of impending disappearance. Ivy shows how a fascination with cultural margins accompanied the emergence of Japan as a modern nation-state. This fascination culminated in the early twentieth-century establishment of Japanese folklore studies and its attempts to record the spectral, sometimes violent, narratives of those margins. She then traces the obsession with the vanishing through a range of contemporary reconfigurations: efforts by remote communities to promote themselves as nostalgic sites of authenticity, storytelling practices as signs of premodern presence, mass travel campaigns, recallings of the dead by blind mediums, and itinerant, kabuki-inspired populist theater. 606 $aEthnology$zJapan 606 $aNational characteristics, Japanese 606 $aNationalism$zJapan 606 $aEthnocentrism$zJapan 606 $aCulture$xSemiotic models 607 $aJapan$xSocial life and customs 610 $ajapanese, ghosts, haunting, haunted, modern, anxiety, loss, identity, national, culture, cultural, academic, scholarly, research, postwar, wwii, world war, wartime, contemporary, 20th, 21st, century, ethnography, ethnographic, criticism, critique, margins, marginality, nation state, present day, folklore, nostalgia, storytelling, kabuki, social life, society, nativist, capitalist, politics, economy. 615 0$aEthnology 615 0$aNational characteristics, Japanese. 615 0$aNationalism 615 0$aEthnocentrism 615 0$aCulture$xSemiotic models. 676 $a306.0952 676 $a306.4/0952 700 $aIvy$b Marilyn$0682809 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910781068603321 996 $aDiscourses of the vanishing$91261854 997 $aUNINA