At a moment when the ePortfolio has been recognized as a high impact practice - as a unique site for hosting student integrative learning and as a powerful genre for assessment - this book provides faculty, staff, and administrators with a set of frameworks and models useful for guiding students in designing and creating ePortfolios that clearly communicate their purpose and effectively use the affordances of the medium. In short, this book both illustrates and provides guidance on how to support the development of students' ePortfolio literacy. The ePortfolio curricular models provided in ePortfolio as Curriculum include both those integrated within existing disciplinary courses and those offered through credit-bearing stand-alone courses. In taking up questions focused on what students need to know and do in becoming informed, effective ePortfolio makers, the contributors to this volume - from the standpoint of their course outcomes and institutional contexts - present various approaches to developing an ePortfolio curriculum. Individually and collectively, the chapters explain ways to engage students in understanding the potential purposes, structures, audiences, and designs of ePortfolios; in developing the reflective practices for contextualizing and informing the selection and curation of artifacts; and in creating appropriate focus and coherence. Synthesizing insights from the previous chapters, the concluding chapter identifies six consistent features of an ePortfolio curriculum that support the development of students' ePortfolio literacy. In addition, Kathleen Blake Yancey identifies and defines seven common ePortfolio curricular dimensions that contribute to students' ePortfolio literacy, among them student agency, digital identity, and campus and global citizenship. Not least, she describes new practices emerging from ePortfolio curricula, including new ePortfolio-specific genres; new metaphors used to characterize ePortfolios and their practices; and new issues that the ePortfolio curriculum raises.

At a moment when the ePortfolio has been recognized as a high impact practice - as a unique site for hosting student integrative learning and as a powerful genre for assessment - this book provides faculty, staff, and administrators with a set of frameworks and models useful for guiding students in designing and creating ePortfolios that clearly communicate their purpose and effectively use the affordances of the medium. In short, this book both illustrates and provides guidance on how to support the development of students' ePortfolio literacy. The ePortfolio curricular models provided in ePortfolio as Curriculum include both those integrated within existing disciplinary courses and those offered through credit-bearing stand-alone courses. In taking up questions focused on what students need to know and do in becoming informed, effective ePortfolio makers, the contributors to this volume - from the standpoint of their course outcomes and institutional contexts - present various approaches to developing an ePortfolio curriculum. Individually and collectively, the chapters explain ways to engage students in understanding the potential purposes, structures, audiences, and designs of ePortfolios; in developing the reflective practices for contextualizing and informing the selection and curation of artifacts; and in creating appropriate focus and coherence. Synthesizing insights from the previous chapters, the concluding chapter identifies six consistent features of an ePortfolio curriculum that support the development of students' ePortfolio literacy. In addition, Kathleen Blake Yancey identifies and defines seven common ePortfolio curricular dimensions that contribute to students' ePortfolio literacy, among them student agency, digital identity, and campus and global citizenship. Not least, she describes new practices emerging from ePortfolio curricula, including new ePortfolio-specific genres; new metaphors used to characterize ePortfolios and their practices; and new issues that the ePortfolio curriculum raises.

This book offers a fresh look at the often-censured but imperfectly understood traditions of Utilitarianism and political economy in their bearing for Victorian literature and culture. It treats writings by Jeremy Bentham, Adam Smith, Thomas Malthus, David Ricardo, James and John Stuart Mill, Charles Dickens, Thomas Carlyle, Anthony Trollope, George Eliot, Elizabeth Gaskell, and Rabindranath Tagore. It sets texts in historical context, examines style as well as ideas, and aims to widen awareness of commonalities across seemingly divided expressions of the age. A work of 'new economic criticism, ' it also treats Utilitarianism, close kin to political economy but even more poorly understood and poorly regarded. No other literary study addresses Bentham so fully. The book further contributes to study of Victorian literature-and-liberalism and Victorian liberalism-and-imperialism. It challenges a high-cultural perspective and a perspective of ideology-critique that derives from F. R. Leavis and Michel Foucault and inform the prevailing idea of Victorian literature: as contender against the repressive mentality of Mr. Gradgrind, Dickens's caricature of a Smith-Benthamite; against the 'carceral' social discipline of Bentham's Panopticon; and against the 'dismal science.' But 'utility' has the happier meaning of pleasure. This study presents a capitalist, liberal age pursuing utility in commerce, industry, and socioeconomic/political reforms; favorable to freedom; and 'leveling' as regards gender and class. What about empire? A question not generally so squarely confronted in works on Victorian literature-and-economics and Victorian literature-and-liberalism. Shown here is the surprising extent to which liberalism develops as liberalism through 'liberal imperialism'.

This work discusses the assessment of writing across the curriculum. It is the first volume in a series analyzing perspectives on writing. The series provides a broad-based forum for monographs and collections in a range of topics that employ diverse theoretical research and pedagogical approaches. The editors emphasize inclusion, both conceptually and methodologically, in the series to highlight the strength and vibrancy of work in rhetoric, composition and writing.

This work discusses the assessment of writing across the curriculum. It is the first volume in a series analyzing perspectives on writing. The series provides a broad-based forum for monographs and collections in a range of topics that employ diverse theoretical research and pedagogical approaches. The editors emphasize inclusion, both conceptually and methodologically, in the series to highlight the strength and vibrancy of work in rhetoric, composition and writing.

Now at seventy-three volumes, this popular MLA series (ISSN 1059-1133) addresses a broad range of literary texts. Each volume surveys teaching aids and critical material and brings together essays that apply a variety of perspectives to teaching the text. Upper-level undergraduate and graduate students, student teachers, education specialists, and teachers in all humanities disciplines will find these volumes particularly helpful.

This hardcover version of the comprehensive McGraw-Hill Handbook includes foldouts on documentation/sourcing, and new sections including "Start Smart" to help students know where to begin and how to navigate the writing situation for all their common assignments. The Maimon handbooks support student and instructor success by consistently presenting and using the writing situation as a framework for beginning, analyzing and navigating any type of writing. Start Smart offers an easy, step-by-step process map to navigate three common types of writing assignments. Other new features support critical thinking and deeper understandings of common assignments. Its digital program addresses critical instructor and administrator needs -- with adaptive diagnostic tools, individualized learning plans, peer review, and outcomes based assessment. Connect Composition will also fully integrate into the Blackboard CMS for single sign on and autosync for all assignment and grade book utilities.

With the 2008 MLA Update edition, "A Writer's Resource, 2/e" continues to set the bar for contemporary handbooks. Writing and research have changed dramatically since the first hardcover handbooks appeared. Today's students don't rely on pens or typewriters: they use computers to write. They don't just do research: they find their way through a maze of online information. They don't just read print: they analyze visuals. They don't just come to class: they participate in an online learning community. These changes have put new demands on composition courses. With its focus on writing in today's environment, integrated coverage of technology and visual rhetoric, hallmark coverage of writing across the curriculum, and brief, tabbed format "A Writer's Resource, 2/e" has been designed to provide today's students with a compact, easy-to-use resource for writing in college and beyond.

As we wrote the first edition of The McGraw-Hill Handbook, our students were in our minds, acting as our chief consultants. We knew that their perspectives on college life were different from those of previous generations of students, and so were their expectations. We understood that they needed a handbook for the twenty-first century, with state-of-the-art resources on writing, researching, and graphic design. They might be using a handbook in an English composition class at 9:00 AM, but at 10:00 AM they might be preparing PowerPoints for a speech course, and at 11:00 AM they might need the handbook to help with a history assignment. More than any other textbook, their handbook was their guide, not just to writing, but also to learning in college.
In revising the second edition, we have endeavored to make it an even stronger and more varied resource for achieving excellence in the ever-changing digital environment that students confront in college.