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"Worlds Apart: Acting and Writing in Academic and Workplace
Contexts" offers a unique examination of writing as it is applied
and used in academic and workplace settings. Based on a 7-year
multi-site comparative study of writing in different university
courses and matched workplaces, this volume presents new
perspectives on how writing functions within the activities of
various disciplines: law and public administration courses and
government institutions; management courses and financial
institutions; social-work courses and social-work agencies; and
architecture courses and architecture practice. Using detailed
ethnography, the authors make comparisons between the two types of
settings through an understanding of how writing is operative
within the particularities of these settings.
"Worlds Apart: Acting and Writing in Academic and Workplace
Contexts" offers a unique examination of writing as it is applied
and used in academic and workplace settings. Based on a 7-year
multi-site comparative study of writing in different university
courses and matched workplaces, this volume presents new
perspectives on how writing functions within the activities of
various disciplines: law and public administration courses and
government institutions; management courses and financial
institutions; social-work courses and social-work agencies; and
architecture courses and architecture practice. Using detailed
ethnography, the authors make comparisons between the two types of
settings through an understanding of how writing is operative
within the particularities of these settings.
The editors of WRITING IN KNOWLEDGE SOCIETIES provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education. WRITING IN KNOWLEDGE SOCIETIES helps us conceptualize the ways in which rhetoric and writing work to organize, (re-)produce, undermine, dominate, marginalize, or contest knowledge-making practices in diverse settings, showing the many ways in which rhetoric and writing operate in knowledge-intensive organizations and societies. Essays are contributed by Natasha Artemeva, Chantal Barriault, Charles Bazerman, Doug Brent, Janet Giltrow, Amanda Goldrick-Jones, Jeffrey Grabill, Heather Graves, Roger Graves, William Hart-Davidson, Miriam Horne, Ken Hyland, Heekyeong Lee, Mary Maguire, Lynn McAlpine, Anthony Pare, Anne Parker, Margaret Procter, Martine Courant Rife, Paul Rogers, Catherine Schryer, Tania Smith, Philippa Spoel, Doreen Starke-Meyerring, Olivia Walling, Diana Wegner, and Larissa Yousoubova. DOREEN STARKE-MEYERRING is an associate professor in the Department of Integrated Studies in Education, McGill University, Montreal, Canada. ANTHONY PARE is a professor in the Department of Integrated Studies in Education, McGill University, Montreal, Canada. NATASHA ARTEMEVA is an associate professor in the School of Linguistics and Language Studies, Carleton University, Canada. MIRIAM HORNE is an assistant professor in the Core Division at Champlain College, Burlington, Vermont, USA. LARISSA YOUSOUBOVA is a doctoral candidate in the Department of Integrated Studies in Education, McGill University, Montreal, Canada.
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