000			03715cam a2200421 i 4500
005			20221101185823.0
008			060331s2006 nhu b 000 0 eng d
010			_a 2005030415
011			_aBIB MATCHES WORLDCAT
020			_a0867095563 _qacid-free paper
020			_a9780867095562 _qacid-free paper
035			_a(ATU)b11113613
035			_a(OCoLC)62134691
040			_aDLC _beng _erda _cDLC _dYDX _dBAKER _dIXA _dBTCTA _dYDXCP _dOCLCG _dY9U _dOCLCQ _dMST _dATU
050	0	0	_aPE1404 _b.T4717 2006
082	0	0	_a808.0420711 _222
100	1		_aThaiss, Christopher, _d1948- _eauthor. _9457855
245	1	0	_aEngaged writers and dynamic disciplines : _bresearch on the academic writing life / _cChristopher Thaiss, Terry Myers Zawacki.
264		1	_aPortsmouth, NH : _bBoynton/Cook, _c[2006]
264		4	_c©2006
300			_ax, 186 pages ; _c23 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references (pages 171-179).
505	0		_aChapter One: What's Academic? What's Alternative? -- What is Academic Writing? What Are Its Standards? -- What Constitutes an Alternative to Academic Writing? -- Disciplines, Genres, and Research on Alternative Discourses and the Academy -- Our Methods and Materials -- Chapter Two: Faculty Speak about Their Writing, Disciplines, and Alternatives -- Disciplinary Standards vs. Academic Standards -- The Analytic Academy: Tension between Reason, Emotion, and the Body -- Allowed Alternatives -- Working Outside Disciplinary Boundaries -- Chapter Three: How Our Informants Teach Students to Write -- How to think like a scientist: Teaching the Tools of the Discipline -- Good writing is good writing: Perceiving the Universal in the Disciplinary -- Neither This nor That: Alternative Exigencies, Alternative Forms -- New Media, Hypermedia, Multimedia -- Faculty Expectations as Seen in Department Assessment Rubrics -- Conclusion: The Standards vs. the Alternative -- Chapter Four: Students Speak about Expectations, Confidence, and How They Learn -- Our Sources of Data -- Student Expectations for Writing in Their Disciplines -- Passion and the Discipline -- How Students Learn to Write in Their Disciplines -- How Our Students Perceptions Relate to the Taxonomy of Alternatives -- Chapter Five: Implications for Teaching and Program Building -- Conclusions -- The Discipline and the Passion -- Alternative Discourses -- Five Contexts for Writing Assignments -- Stages of Writing Development into a Discipline -- Tension between Individual Desire and Disciplinary Convention -- Practices for Teachers -- Practices for Faculty and Program Development -- Directions for Future Research -- Works Cited.
520	1		_a"This book shows faculty and student writers taking risks with form and ideas as they weigh the demands of writing in the academy with their own passions for learning and self-expression. Thaiss and Zawacki demonstrate that academic disciplines are dynamic spaces that accommodate a variety of alternative styles and visions, even as they respect careful, systematic research."--BOOK JACKET.
588			_aMachine converted from AACR2 source record.
650		0	_aInterdisciplinary approach in education _9319451
650		0	_aAcademic writing _xStudy and teaching _9370800
650		0	_aScholarly publishing _9323619
650		0	_aAcademic writing _9328120
700	1		_aZawacki, Terry Myers, _eauthor. _91058137
907			_a.b11113613 _b13-08-21 _c27-10-15
942			_cB
945			_a808.0420711 THA _g1 _iA405112B _j0 _lcmain _o- _p$35.63 _q- _r- _s- _t0 _u5 _v0 _w0 _x1 _y.i12412314 _z29-10-15
998			_ab _ac _b20-03-18 _cm _da _feng _gnhu _h0
999			_c1167247 _d1167247