Making Writing Matter

Ann M. Feldman is Associate Professor of English at the University of Illinois at Chicago. She is the author of Writing and Learning in the Disciplines and the coauthor (with Ellen McManus and Nancy Downs) of In Context: Reading and Writing in Cultural Conversations, Second Edition.

Acknowledgments

Introduction

Making Writing Matter
What Is Engaged Scholarship?
Making Writing Matter for First-Year Students
Writing for Civic Engagement
How I Came to Write This Book
The Organization of This Book

Part I: The Place of Writing in the University

1. Engaged Scholarship at the University

Changing The Kind of Thing We Do Around Here
Important Work, But Not University Partnership
How Discourse Drives Engagement
The New Learner Writes
Educating Citizens to Write
When Students “Walk” the City

2. Writing as Participation

The Purloined Petition
Institution, Genre, and Social Action
This Container Isn’t Big Enough
Writing About What Others Have Written
Writing for Participation
Revision or Social Action
Writing in a Community of Practice

3. Telling Tales Out of School

When Is a Diary Not a Diary?
Down the Elevator
Both Ends Against the Middle
The University in Ruins
What’s a Writing Program For?
The Mountain Makes It’s Own Weather
Learning to Spell Rescission
The Grammar Sessions
Getting What You Wish For
Reflecting on Experience?

Part II: Designing Instruction to Make Writing Matter

4. Rethinking Reflection in Community-Based Writing

A New Space for Teaching and Learning
Tales of Becoming a Writer
Performing in Writing
The Memoir and Its Truth or Consequences
On Not Assigning Literacy Narratives
Against Reflection
Recruiting Students for CCLCP
Developing Community-Based Partnerships
Designing a First-Year Curriculum for CCLCP
Recapping the Argument

5.   Assessing Writing and Learning in Community-Based Courses (with Candice Rai and Megan Marie)

Entering a New Situation
Situated Writing and Learning
Complicating Assessment
Developing an Assessment Matrix
Conducting Assessment

6. Teaching the Teachers

Writing About Essays
The Syllabus as Genre
Against First-Year Writing
The Paradox of Transferability
Designing Situated Writing Projects
A Manifesto for First-Year Writing

Notes
Works Cited
Index