In this Book

summary
An important new resource for WPA preparation courses in rhetoric and composition PhD programs. 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 current interest in public discourse/civic rhetoric among scholars of rhetoric and composition. This is a thoughtful collection on the ways that engagement-focused programs may be changing conceptions of WPA identity.  
   As institutions begin to include more explicit engagement with citizen and stakeholder communities as an element of their mission, writing program administrators find themselves with an opportunity to articulate the ways in which writing program goals and purposes significantly contribute to achieving these new institutional goals. Writing programs are typically situated at points where students make the transition from community to college (e.g., first-year composition) or from college to community (e.g. professional writing), and are already dedicated to developing literacies that are critically needed in communities.
     In Going Public, Rose and Weiser locate their discussion in the context of three current conversations in higher education: 1) the engagement movement, particularly as this movement serves to address and respond to calls for greater accountability to broader publics; 2) recent interest in public discourse/civic rhetoric among scholars of rhetorical history and contemporary rhetorical theory; 3) the service learning movement in higher education, especially the ways in which college and university writing programs have contributed to this movement.
    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, if at all, primarily from a curricular perspective. The emphasis of the current book is on the ways that engagement-focused programs change conceptions of WPA identity. Going Public, then, is not only a significant contribution to the scholarly literature, but also supplies an important new resource for WPA preparation courses in rhetoric and composition PhD programs.

Table of Contents

  1. Contents
  2. pp. v-vi
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  1. Introduction:The WPA as Citizen-Educator
  2. pp. 1-14
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  1. 1. Infrastructure Outreach and the Engaged Writing Program
  2. pp. 15-28
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  1. 2. Centering Community Literacy: The Art of Location within Institutions and Neighborhoods
  2. pp. 29-49
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  1. 3. The Arkansas Delta Oral History Project: A Hands-On, Experiential Course on School-College Articulation
  2. pp. 50-67
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  1. 4. The Illusion of Transparency at an HSI: Rethinking Service and Public Identity in a South Texas Writing Program
  2. pp. 68-84
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  1. 5. A Hybrid Genre Supports Hybrid Roles in Community-University Collaboration
  2. pp. 85-109
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  1. 6. Apprenticing Civic and Political Engagement in the First Year Writing Program
  2. pp. 110-121
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  1. 7. Wearing Multiple Hats: How Campus WPA Roles Can Inform Program-Specific Public Writing Designs
  2. pp. 122-139
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  1. 8. Students, Faculty and “Sustainable” WPA Work
  2. pp. 140-159
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  1. 9. The Writing Center as Site for Engagement
  2. pp. 160-176
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  1. 10. Not Politics as Usual: Public Writing as Writing for Engagement
  2. pp. 177-192
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  1. 11. Coming Down from the Ivory Tower: Writing Programs’ Role in Advocating Public Scholarship
  2. pp. 193-215
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  1. 12. The WPA as Activist: Systematic Strategies for Framing, Action, and Representation
  2. pp. 216-236
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  1. 13. Writing Program Administration and Community Engagement: A Bibliographic Essay
  2. pp. 237-255
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  1. About the Authors
  2. pp. 256-259
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Additional Information

ISBN
9780874217704
Print ISBN
9780874217698
MARC Record
OCLC
658044698
Pages
259
Launched on MUSE
2012-01-01
Language
English
Open Access
Y
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