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AB OUT THE AUTHORS Ellen Schendel is associate professor of writing and director of the Fred Meijer Center for Writing & Michigan Authors at Grand Valley State University in Michigan. At Grand Valley, she teaches academic and professional writing courses. Her scholarship focuses mainly on writing assessment and writing program administration and has been published in WPA: Writing Program Administration, Assessing Writing, Writing Lab Newsletter, Journal of Advanced Composition, The Journal of Writing Assessment, and several edited collections . She serves on the editorial boards of Composition Studies, WPA: Writing Program Administration, and The Journal of Writing Assessment. William J. (Bill) Macauley, Jr. is associate professor and university writing center director at the University of Nevada, Reno. His recent publications include Before and After the Tutorial: Writing Centers and Institutional Relationships (coedited with Nicholas Mauriello and Robert T. Koch, Jr.) and Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers (coedited with Nicholas Mauriello), which won the IWCA 2007 Outstanding Scholarship Best Book Award. His other scholarship has focused on student agency in writing, writing program/center administration, and first-generation/workingclass students’ acquisition of academic discourse. Neal Lerner is associate professor of English and writing center director at Northeastern University in Boston. His book The Idea of a Writing Laboratory won the 2011 NCTE David H. Russell Award for Distinguished Research in the Teaching of English. He is also the co-author of The Longman Guide to Peer Tutoring and of Learning to Communicate as a Scientist and Engineer: Case Studies from MIT, which won the 2012 CCCC Advancement of Knowledge Award. He has published on the history of teaching writing , the history of teaching science, and administrative and theoretical issues in writing programs and centers. Brian Huot is professor of English at Kent State University where he teaches undergraduate writing courses, writing teacher preparation courses, and graduate courses in the Literacy, Rhetoric and Social Practice Program. He is a former writing center director at two different schools. His published work has appeared in such journals as WPA: Writing Program Administration, College Composition and Communication, and College English. In addition , he has co-edited five collections, co-authored (with Peggy O’Neill and Cindy Moore) The College Guide to Writing Assessment and authored the monograph (Re)Articulating Writing Assessment for Teaching and Learning. Nicole Caswell is finishing her dissertation at Kent State University on the role of emotion in teachers’ responses and evaluations of student writing. In addition to teaching a range of university writing coursers at different institutions, she has held WPA and WCA positions at two different universities. Her scholarship includes writing assessment, writing centers, and emotions and has been published in the CEA Forum and the new East Center Writing Centers Association Newsletter. ...

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Additional Information

ISBN
9780874218343
Related ISBN
9780874218169
MARC Record
OCLC
808375872
Pages
200
Launched on MUSE
2012-09-21
Language
English
Open Access
No
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