This paper describes a collaboration between a mathematician and a compositionist who developed a... more This paper describes a collaboration between a mathematician and a compositionist who developed a sequence of collaborative writing assignments for calculus. This sequence of developmentally-appropriate assignments presents peer review as a collaborative process that promotes reflection, deepens understanding, and improves exposition. First, we distinguish writing-to-learn from writing-in-the-disciplines. Then, we review collaborative writing pedagogies and explain best practices for teaching peer review. Finally, we present an implementation plan and examples of student work that illustrate improved understanding of content and improved exposition.
&# 34; The question is how you rearrange the stars above your head, to open up unexpected pat... more &# 34; The question is how you rearrange the stars above your head, to open up unexpected paths on the ground beneath your feet. &# 34;-Brian Holmes This project argues that college writing classes are important sites of interdisciplinary work, where students ...
The introduction to Coda: Community Writing + Creative Work, co-authored by Kefaya Diab, Leah Fal... more The introduction to Coda: Community Writing + Creative Work, co-authored by Kefaya Diab, Leah Falk, Chad Seader, Alison Turner, Kate Vieira, and Stephanie Wade.
Coauthored with Lucy Del Col, Ana Fowler, Sabrina Mohamed, Alex Onuoha, Sarah (Raph) Raphael), Em... more Coauthored with Lucy Del Col, Ana Fowler, Sabrina Mohamed, Alex Onuoha, Sarah (Raph) Raphael), Emily Tamkin, Cherrysse Ulsa, this article describes an ecological approach to antiracism.
This project argues that college writing classes are important sites of interdisciplinary work, w... more This project argues that college writing classes are important sites of interdisciplinary work, where students can pose and pursue questions that exceed traditional disciplinary boundaries. I use the concept of narrative ecologies to respond to Fredric Jameson’s critique of Jean Francois Lyotard’s narrative theory and account for the layered, connected, unevenly distributed nature of master and local narratives as they alternately intersect, collide, diverge and align. The concept of narrative ecology—rooted in Sidney Dobrin and Christian Weisser’s explication of discursive ecology-/combines narrative theory and cultural ecology to better understand narratives as living systems, that, like our physical homes and earthy environments, shape our experiences and also respond to our actions.
In the first two chapters, an ecological approach allows me to read the narrative and scientific work of Aphra Behn and Charles Brockden Brown, writers who worked
during revolutionary periods and who used narrative and scientific discourse to engage in culture work. I use their work as evidence that contemporary disciplinary divisions are historically specific and as evidence of non-Cartesian representations of identity. In assessing the critical responses to these writers, I argue that their vexed positions in the canon are related to critical orientations that emphasize the figure of the hero or heroine and reinscribe the values of individualism. Revisiting these writers offers a historical perspective on post-humanist, ecological understanding of experience. Next, an ecological approach allows me to disrupt traditional histories of composition studies and remap this period, plotting connections among the work of Lyotard, Gayatri Spivak, and Peter Elbow, to reveal an alternative history, one that supports progressive pedagogies. The final chapter evaluates ecocomposition and public, mixed-media writing as strategies for incorporating narrative and scientific discourse into the first-year writing curriculum.
This article proposes permaculture, an ecological alternative to industrial agriculture, as a wa... more This article proposes permaculture, an ecological alternative to industrial agriculture, as a way to design first-year composition and community literacy classes. First, the paper connects permaculture with post-humanism to describe ecological community literacies—the type of knowledge that ecological theorists say we need to navigate the end of the anthropocene. Next, it describes assignments that can lead college students to this knowledge, and finally, it describes actual community literacy projects where college students can lead elementary students through assignments to gain this knowledge.
This paper describes a collaboration between a mathematician and a compositionist who developed a... more This paper describes a collaboration between a mathematician and a compositionist who developed a sequence of collaborative writing assignments for calculus. This sequence of developmentally-appropriate assignments presents peer review as a collaborative process that promotes reflection, deepens understanding, and improves exposition. First, we distinguish writing-to-learn from writing-in-the-disciplines. Then, we review collaborative writing pedagogies and explain best practices for teaching peer review. Finally, we present an implementation plan and examples of student work that illustrate improved understanding of content and improved exposition.
&# 34; The question is how you rearrange the stars above your head, to open up unexpected pat... more &# 34; The question is how you rearrange the stars above your head, to open up unexpected paths on the ground beneath your feet. &# 34;-Brian Holmes This project argues that college writing classes are important sites of interdisciplinary work, where students ...
The introduction to Coda: Community Writing + Creative Work, co-authored by Kefaya Diab, Leah Fal... more The introduction to Coda: Community Writing + Creative Work, co-authored by Kefaya Diab, Leah Falk, Chad Seader, Alison Turner, Kate Vieira, and Stephanie Wade.
Coauthored with Lucy Del Col, Ana Fowler, Sabrina Mohamed, Alex Onuoha, Sarah (Raph) Raphael), Em... more Coauthored with Lucy Del Col, Ana Fowler, Sabrina Mohamed, Alex Onuoha, Sarah (Raph) Raphael), Emily Tamkin, Cherrysse Ulsa, this article describes an ecological approach to antiracism.
This project argues that college writing classes are important sites of interdisciplinary work, w... more This project argues that college writing classes are important sites of interdisciplinary work, where students can pose and pursue questions that exceed traditional disciplinary boundaries. I use the concept of narrative ecologies to respond to Fredric Jameson’s critique of Jean Francois Lyotard’s narrative theory and account for the layered, connected, unevenly distributed nature of master and local narratives as they alternately intersect, collide, diverge and align. The concept of narrative ecology—rooted in Sidney Dobrin and Christian Weisser’s explication of discursive ecology-/combines narrative theory and cultural ecology to better understand narratives as living systems, that, like our physical homes and earthy environments, shape our experiences and also respond to our actions.
In the first two chapters, an ecological approach allows me to read the narrative and scientific work of Aphra Behn and Charles Brockden Brown, writers who worked
during revolutionary periods and who used narrative and scientific discourse to engage in culture work. I use their work as evidence that contemporary disciplinary divisions are historically specific and as evidence of non-Cartesian representations of identity. In assessing the critical responses to these writers, I argue that their vexed positions in the canon are related to critical orientations that emphasize the figure of the hero or heroine and reinscribe the values of individualism. Revisiting these writers offers a historical perspective on post-humanist, ecological understanding of experience. Next, an ecological approach allows me to disrupt traditional histories of composition studies and remap this period, plotting connections among the work of Lyotard, Gayatri Spivak, and Peter Elbow, to reveal an alternative history, one that supports progressive pedagogies. The final chapter evaluates ecocomposition and public, mixed-media writing as strategies for incorporating narrative and scientific discourse into the first-year writing curriculum.
This article proposes permaculture, an ecological alternative to industrial agriculture, as a wa... more This article proposes permaculture, an ecological alternative to industrial agriculture, as a way to design first-year composition and community literacy classes. First, the paper connects permaculture with post-humanism to describe ecological community literacies—the type of knowledge that ecological theorists say we need to navigate the end of the anthropocene. Next, it describes assignments that can lead college students to this knowledge, and finally, it describes actual community literacy projects where college students can lead elementary students through assignments to gain this knowledge.
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Papers by stephanie wade
Stephanie Wade.
In the first two chapters, an ecological approach allows me to read the narrative and scientific work of Aphra Behn and Charles Brockden Brown, writers who worked
during revolutionary periods and who used narrative and scientific discourse to engage in culture work. I use their work as evidence that contemporary disciplinary divisions are historically specific and as evidence of non-Cartesian representations of identity. In assessing the critical responses to these writers, I argue that their vexed positions in the canon are related to critical orientations that emphasize the figure of the hero or heroine and reinscribe the values of individualism. Revisiting these writers offers a historical perspective on post-humanist, ecological understanding of experience. Next, an ecological approach allows me to disrupt traditional histories of composition studies and remap this period, plotting connections among the work of Lyotard, Gayatri Spivak, and Peter Elbow, to reveal an alternative history, one that supports progressive pedagogies. The final chapter evaluates ecocomposition and public, mixed-media writing as strategies for incorporating narrative and scientific discourse into the first-year writing curriculum.
Talks by stephanie wade
Stephanie Wade.
In the first two chapters, an ecological approach allows me to read the narrative and scientific work of Aphra Behn and Charles Brockden Brown, writers who worked
during revolutionary periods and who used narrative and scientific discourse to engage in culture work. I use their work as evidence that contemporary disciplinary divisions are historically specific and as evidence of non-Cartesian representations of identity. In assessing the critical responses to these writers, I argue that their vexed positions in the canon are related to critical orientations that emphasize the figure of the hero or heroine and reinscribe the values of individualism. Revisiting these writers offers a historical perspective on post-humanist, ecological understanding of experience. Next, an ecological approach allows me to disrupt traditional histories of composition studies and remap this period, plotting connections among the work of Lyotard, Gayatri Spivak, and Peter Elbow, to reveal an alternative history, one that supports progressive pedagogies. The final chapter evaluates ecocomposition and public, mixed-media writing as strategies for incorporating narrative and scientific discourse into the first-year writing curriculum.