Writing in the Disciplines


Book Description

This book develops academic writing in higher education. Viewing writing as a complex sociocultural act, it analyses key issues in writing environments and their impact on student writing. Drawing on research, practice and the existing body of knowledge, it also offers practical writing activities that can be used with students in the disciplines.




A Short History of Writing Instruction


Book Description

This newly revised Thirtieth Anniversary edition provides a robust scholarly introduction to the history of writing instruction in the West from Ancient Greece to the present-day United States. It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, orthography, the rise of vernaculars, writing as a force for democratization, and the roles of women in rhetoric and writing instruction. Each chapter provides pedagogical tools including a Glossary of Key Terms and a Bibliography for Further Study. In this edition, expanded coverage of twenty-first-century issues includes Writing Across the Curriculum pedagogy, pedagogy for multilingual writers, and social media. A Short History of Writing Instruction is an ideal text for undergraduate and graduate courses in writing studies, rhetoric and composition, and the history of education.







Everything must change


Book Description

The philosopher Michel de Montaigne said that facing our mortality is the only way to learn the ‘art of living’. This book asks what we can learn from COVID-19, both as individuals and collectively as a society. Written during the first and second lockdowns, Everything must change offers philosophical perspectives on some of the most pressing issues raised by the pandemic. It argues that the pandemic is not a misfortune but an injustice; that it has exposed our society’s inadequate treatment of its most vulnerable members; that populist ideologies of post-truth are dangerous and potentially disastrous. In considering these issues and more, the book draws on a diverse range of philosophers, from Cicero, Hobbes and Arendt to prominent contemporary thinkers. At the heart of the book is a simple argument: politics can be the difference between life and death. With careful reflection we can avoid knee-jerk decision making and ensure that the right lessons are learned, so that this crisis ultimately changes our lives for the better, ushering in a society that is both more compassionate and more just.










Developing Student Criticality in Higher Education


Book Description

Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. However, understandings of criticality are conceptually and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during students' higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in different disciplines, this book critically analyses higher education curriculum and policy documentation to explore higher educational processes, encouraging a re-evaluation of practice and educational values, and enabling the development of curricula which incorporate systematic attention to the development of student criticality. This book proposes a rounded conceptual vision of criticality in higher education for the twenty-first century.