The December 2017 TRIO Newsletter included an item on that program’s participants in the 33rd semiannual Celebration of Student Writing at Eastern Michigan University, which was held Thursday, November 30, in the Student Center Ballroom. Learn more about EMU’s TRIO program at http://www.emich.edu/triosss/. Additional information about the program’s purposes is available on the U.S. Department of Education website.
On Friday, March 9, 2018, the Dr. Zuzana Tomas from EMU’s Department of World Languages will lead a pedagogical workshop, “Teaching Effective Source Use: Focus on L2 Writers,” from 12-1:30 p.m. in Pray-Harrold 415.
The EMU First-Year Writing Program has delivered the following titles to Halle Library as part of its resources initiative. Titles will be available for check-out later this summer.
- Race and Writing Assessment (Studies in Composition and Rhetoric) , edited by Mya Poe and Asao B. Inoue
- Transnational Writing Program Administration by David Martins
- Survivance, Sovereignty, and Story: Teaching American Indian Rhetorics, edited by Rose Gubele and Lisa King
- On Multimodality: New Media in Composition Studies (CCCC Studies in Writing & Rhetoric) by Jonathan Alexander and Jacqueline Rhodes
- From Form to Meaning: Freshman Composition and the Long Sixties, 1957-1974 by David Fleming
- A New Writing Classroom by Patrick Sullivan
- The Framework for Success in Postsecondary Writing: Scholarship and Applications, edited by Nicholas N. Behm, Sherry Rankins-Robertson, and Duane Roen
- Labored: The State(ment) and Future of Work in Composition, edited by Randall McClure, Dayna V. Goldstein, and Michael A. Pemberton
- A Critical Look at Institutional Mission: A Guide for Writing Program Administrators, edited by Joseph Janangelo
To make additional requests, please complete the Book/Material Purchase Request Form.
Visit the CSW Flickr page for photographs from the 30th semiannual Celebration of Student Writing at EMU, which was held in the Student Center Ballroom on Thursday, April 14, 2016. Thanks to part-time lecturer Jack Visnaw for taking and sharing the photos.
A recent article by Gerald Nelms, “Why Plagiarism Doesn’t Bother Me At All,” has been circulating on the WPA-L listserv and getting deserved attention for its response to the oftentimes alarmist reactions to referential and source-based academic writing.
Now, plagiarism doesn’t irritate me at all. Student plagiarism doesn’t surprise or shock me. It doesn’t raise my heart rate. And perhaps most surprisingly, it doesn’t make me think any less of the student who has plagiarized. In fact, I now expect plagiarism, I anticipate it, I even provoke it. I want it to happen. And it always does, because I create assignments that virtually require it. Now, you may be reacting to my saying this in the same way that others have in the plagiarism workshops I have facilitated for 15 plus years: with shock.
The Eastern Michigan University Written Communication Program and the Michigan State University Writing and Digital Environments Research Center invite you (faculty, graduate and undergraduate students, teachers, community members, anyone interested) to propose ideas for the fourth WIDE-EMU, a free (un)conference on Saturday, October 10, 2015 in East Lansing, Mich. We seek proposals that engage the framing question for this year’s event:
What counts as writing? The definition of what we consider to be writing is constantly shifting, evolving, and expanding. Writing classrooms now ask students to work with social media, web design, data visualization, image manipulation, and a myriad of other artifacts and practices. The question is: can we call any of those activities writing? How does writing relate to audio, visual, digital, and multimodal composing processes? How do we situate writing in the classroom, especially when students increasingly engage in the production of artifacts that feature a range of modes (textual, visual, sonic, haptic, digital, and more)? Is writing different from or similar to making? Should multimodal making be considered writing? What are the institutional and disciplinary pressures for claiming writing? Who has the agency to claim what is/isn’t writing? What are the implications of assigning writing to all forms of making? What discourses do we construct and perpetuate by claiming the act of writing? In an age of digital consumption and production, how do we prepare students for complex work that goes far beyond the act of writing? Learn more about WIDE-EMU ’15 at https://sites.google.com/site/wideemu15/.
The Eastern Michigan University Written Communication Program and the Michigan State University Writing and Digital Environments Research Center invite you (faculty, graduate and undergraduate students, teachers, community members, anyone interested) to propose ideas for the third annual WIDE-EMU, a free (un)conference on Saturday, October 12, 2013 in Ypsilanti, Mich. We seek proposals that engage the framing question for this year’s event:
What is “Free?” What does “free” mean as in open access (scholarship, textbooks, courses), “free” as in liberty (copyrights/lefts, released, unrestrained), and “free” as in without charge (software, conferences, beer)? How do these and competing notions of “Free(dom)” operate when we teach–particularly when we teach writing, and particularly when we focus on the use of technology to teach writing? And what are the hidden and not so hidden costs of “Free,” both literal and metaphorical? Learn more about WIDE-EMU ’13 at https://sites.google.com/site/wideemu13/.