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OverviewWriting with Authority: Students Roles as Writers in Cross-National Perspective offers a comparison of student writers in two university cultures one German and one American as the students learn to connect their writing to academic content. David Foster demonstrates the effectiveness of using cross-cultural comparisons to assess differences in literacy activities and suggests teaching approaches that will help American students better develop their roles as writers in knowledge-based communities. He proposes that American universities make stronger efforts to nurture the autonomy of American undergraduates as learner-writers and to create apprenticeship experiences that more closely reflect the realities of working in the academic community. This comparative analysis identifies crucial differences in the ways German and American students learn to become academic writers, emphasizing two significant issues: the importance of self-directed, long-term planning and goal setting in developing knowledge-based projects and the impact of time structures on students writing practices. Foster suggests that students learn to write as knowledge makers, using cumulative, recursive task development as reflexive writing practices. He argues for the full integration of extended, self-managed, knowledge-based writing tasks into the American undergraduate curriculum from the onset of college study. A cross-national perspective offers important insights into the conditions that influence novice writers, Foster says, including secondary preparations and transitions to postsecondary study. Foster proposes that students be challenged to write transformatively to master new forms of authorship and authority based on self-directed planning, researching, and writing in specific academic communities. The text also addresses contested issues of power relations in students roles as academic writers and their perception of personal authority and freedom as writers. A course model incorporates significant, self-directed writing projects to help students build sustainable roles as transformative writers, outlines change goals to help teachers develop curricular structures that support cumulative writing projects across the undergraduate curriculum, and shows how teachers can develop self-directed writing projects in a variety of program environments. Full Product DetailsAuthor: David FosterPublisher: Southern Illinois University Press Imprint: Southern Illinois University Press ISBN: 9781336153950ISBN 10: 1336153954 Pages: 223 Publication Date: 01 January 2006 Audience: General/trade , General Format: Electronic book text Publisher's Status: Active Availability: In stock We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsReviewsA noteworthy study for our profession, Writing with Authority will inspire some important rethinking--among teachers of writing on their instructional practices, among discipline-based faculty on their orientations to socializing students into their disciplinary discourses, and among writing program administrators on constructing suitable institutional policies. This text will encourage teachers to compare their writing pedagogies with those in other countries to develop a critical perspective on composition. --A. Suresh Canagarajah, City University of New York Author InformationDavid Foster, a former Fulbright senior scholar at the University of Dresden, is a professor emeritus of English at Drake University. He is the coeditor of Writing and Learning in Cross-National Perspective: Transitions from Secondary to Higher Education. Tab Content 6Author Website:Countries AvailableAll regions |