Eliot Rendleman, Ph.D., is the Associate Dean of the College of Letters and Sciences and a Professor of English in Professional Writing at Columbus State University. Prior to his current position, Rendleman directed the Academic Center for Tutoring at CSU. He coordinated the Faculty Writing Fellowship, the Outstanding Teacher of Writing Award, and the Celebration of Student Writing. He has participated regularly in the Southeastern Writing Center Association as a state representative and a conference chair. His most recent publication is "A 'Quick-Fire' Study on Mandatory Writing Center Visit Effective Frequency Thresholds" which appears in Southern Discourse in the Center: A Journal of Multiliteracy and Innovation. Other publications can be found in the journals Composition Forum, WLN: A Journal of Writing Center Scholarship, and in the book Writing Program and Writing Center Collaborations: Transcending Boundaries.
Southern Discourse in the Center: A Journal of Multiliteracy and Innovation, 2019
This article contributes to an ongoing debate that may be one of the most contentious issues in w... more This article contributes to an ongoing debate that may be one of the most contentious issues in writing center practice: the advisability and value of mandatory appointments for students. Required appointments are often thought to be counterproductive. This study, however, explains why Rendleman abandoned his "long-held resistance to mandatory visits" and provides empirical data supporting "a system of mandatory visits that ensures students visit the writing center at least three times." Visit https://southeasternwritingcenter.wildapricot.org/SDC-Archives
Writing Program and Writing Center Collaborations: Transcending Boundaries, 2017
Collaboration represents one of the catchphrases of composition studies. Compositionists promote ... more Collaboration represents one of the catchphrases of composition studies. Compositionists promote collaboration among their students, and they expect it among their faculty and program administrators. But collaboration inevitably involves risk and the very real possibility of failure. In this chapter, the authors interrogate best practices of collaboration to help readers better develop, assess, and sustain their own successful partnerships. Synthesizing the elements and processes of successful collaborations from existing writing program administration scholarship, the authors present two administrative models that account for shifting circumstances and fluctuating power dynamics related to post-secondary writing programs. These models offer readers workable frameworks to view the dynamic relationships between elements and processes of collaboration and within collaborative hierarchies and to nurture the sustainability of their partnerships.
In this bibliography, writing center professionals can find studies that examine the effects of m... more In this bibliography, writing center professionals can find studies that examine the effects of mandatory writing-center visits on students in basic writing programs, first-year composition, and writing-intensive courses across the curriculum. To one degree or another, writing-center administrators should find all the entries useful as they develop internal programs or respond to externally imposed mandatory visit policies at their particular institutions. Additionally, other writing-program administrators, such as WAC directors and FYC directors, should find these entries useful as a starting point to foster a successful relationship with writing-center professionals and to help create policies and faculty development activities that might involve mandatory visits.
WLN: A Journal of Writing Center Scholarship, 2012
This article encourages colleagues to reflect formally on most, if not all, of the key terms foun... more This article encourages colleagues to reflect formally on most, if not all, of the key terms found in their own mission statements, online descriptions, assessments, training material, marketing documents, and, even, boilerplate speeches. The article also shares a method for such a reflection, and offers a narrative that illustrates the study of the open compound word “independent writer." In the conclusion, the author shares how this type of reflection can be used for consultant training.
Composition scholars have contributed many theoretical analyses that WPAs and teachers might appl... more Composition scholars have contributed many theoretical analyses that WPAs and teachers might apply to first-year composition textbooks in order to make informed decisions about book adoption and implementation. As they offer critiques of the ideological effects of FYC books, many of these studies call composition textbooks “tools” without exploring the implications of textbook qua tool. The following essay addresses this unexamined area by developing a theory of valuation, a linguistic and rhetorical process of assigning worth to students and textbook instructional apparatuses as student-readers might engage with the texts. An analysis of valuation by WPAs and teachers has the potential to foster the empowerment of students, the instruction of critical thinking and writing, the autonomy of new teachers, and the coherence of local writing programs.
Since the time of ancient and classical rhetoricians, teachers have critiqued and studied rhetori... more Since the time of ancient and classical rhetoricians, teachers have critiqued and studied rhetorics, rules handbooks, and composition textbooks for various reasons. Historians have examined textbooks to understand the development of the discipline of rhetoric and composition. Compositionists have examined textbooks to verify that they reflect contemporary theory and practice. Still others have theorized and investigated the ideological functions, learning outcomes, and publishing and adoption practices related to textbooks. Writing program administrators, who must prescribe and/or recommend textbooks to their teaching staff, will find in this bibliography annotations to help them make decisions for adoption and recommendations.
Page 1. Critical Literacy in a Digital Era Technology, Rhetoric, and the Public Interest Barbara ... more Page 1. Critical Literacy in a Digital Era Technology, Rhetoric, and the Public Interest Barbara Warnick Page 2. Critical Literacy ...
Southern Discourse in the Center: A Journal of Multiliteracy and Innovation, 2019
This article contributes to an ongoing debate that may be one of the most contentious issues in w... more This article contributes to an ongoing debate that may be one of the most contentious issues in writing center practice: the advisability and value of mandatory appointments for students. Required appointments are often thought to be counterproductive. This study, however, explains why Rendleman abandoned his "long-held resistance to mandatory visits" and provides empirical data supporting "a system of mandatory visits that ensures students visit the writing center at least three times." Visit https://southeasternwritingcenter.wildapricot.org/SDC-Archives
Writing Program and Writing Center Collaborations: Transcending Boundaries, 2017
Collaboration represents one of the catchphrases of composition studies. Compositionists promote ... more Collaboration represents one of the catchphrases of composition studies. Compositionists promote collaboration among their students, and they expect it among their faculty and program administrators. But collaboration inevitably involves risk and the very real possibility of failure. In this chapter, the authors interrogate best practices of collaboration to help readers better develop, assess, and sustain their own successful partnerships. Synthesizing the elements and processes of successful collaborations from existing writing program administration scholarship, the authors present two administrative models that account for shifting circumstances and fluctuating power dynamics related to post-secondary writing programs. These models offer readers workable frameworks to view the dynamic relationships between elements and processes of collaboration and within collaborative hierarchies and to nurture the sustainability of their partnerships.
In this bibliography, writing center professionals can find studies that examine the effects of m... more In this bibliography, writing center professionals can find studies that examine the effects of mandatory writing-center visits on students in basic writing programs, first-year composition, and writing-intensive courses across the curriculum. To one degree or another, writing-center administrators should find all the entries useful as they develop internal programs or respond to externally imposed mandatory visit policies at their particular institutions. Additionally, other writing-program administrators, such as WAC directors and FYC directors, should find these entries useful as a starting point to foster a successful relationship with writing-center professionals and to help create policies and faculty development activities that might involve mandatory visits.
WLN: A Journal of Writing Center Scholarship, 2012
This article encourages colleagues to reflect formally on most, if not all, of the key terms foun... more This article encourages colleagues to reflect formally on most, if not all, of the key terms found in their own mission statements, online descriptions, assessments, training material, marketing documents, and, even, boilerplate speeches. The article also shares a method for such a reflection, and offers a narrative that illustrates the study of the open compound word “independent writer." In the conclusion, the author shares how this type of reflection can be used for consultant training.
Composition scholars have contributed many theoretical analyses that WPAs and teachers might appl... more Composition scholars have contributed many theoretical analyses that WPAs and teachers might apply to first-year composition textbooks in order to make informed decisions about book adoption and implementation. As they offer critiques of the ideological effects of FYC books, many of these studies call composition textbooks “tools” without exploring the implications of textbook qua tool. The following essay addresses this unexamined area by developing a theory of valuation, a linguistic and rhetorical process of assigning worth to students and textbook instructional apparatuses as student-readers might engage with the texts. An analysis of valuation by WPAs and teachers has the potential to foster the empowerment of students, the instruction of critical thinking and writing, the autonomy of new teachers, and the coherence of local writing programs.
Since the time of ancient and classical rhetoricians, teachers have critiqued and studied rhetori... more Since the time of ancient and classical rhetoricians, teachers have critiqued and studied rhetorics, rules handbooks, and composition textbooks for various reasons. Historians have examined textbooks to understand the development of the discipline of rhetoric and composition. Compositionists have examined textbooks to verify that they reflect contemporary theory and practice. Still others have theorized and investigated the ideological functions, learning outcomes, and publishing and adoption practices related to textbooks. Writing program administrators, who must prescribe and/or recommend textbooks to their teaching staff, will find in this bibliography annotations to help them make decisions for adoption and recommendations.
Page 1. Critical Literacy in a Digital Era Technology, Rhetoric, and the Public Interest Barbara ... more Page 1. Critical Literacy in a Digital Era Technology, Rhetoric, and the Public Interest Barbara Warnick Page 2. Critical Literacy ...
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