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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 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.
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.
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