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Papers by joan latchaw
We consider this book an important contribution to the profession of English studies because it h... more We consider this book an important contribution to the profession of English studies because it helps teachers identify strategies for acting productively in the face of social changes that are so rapid and far-reaching that they threaten to paralyze us with fear and inaction. As the twentieth century draws to a close, we find ourselves very much in need of such advice. Our own classroomsand those of most of our colleagues seem to be populated by students who see little connection between traditional literacy education and the world problems that they currently facethe continuing destruction of global ecosystems, the epidemic spread of AIDS and other diseases, terrorism, war, racism, homophobia, the impotence of political leaders and the irrelevance of political parties. Faced with these challenges and with others of equal magnitude, many faculty teaching in English studies programs find themselves scrambling to rethink and redesign educational efforts within expanded ethical contexts that recognize vastly different global perspectives, learning how to As University of Pittsburgh graduate students, we began our ten-year collaboration, meeting on a weekly basis to discuss assignments within a course sequence that Joan Latchaw developed. We continued this collaboration with a computer application called The Borges Quest, which provided us opportunities to develop our personal and professional relationships further by presenting at conferences and developing this collection. The inspiration guiding our quests over these years can be attributed to the strong philosophical and pedagogical directions we developed at the University of Pittsburgh. It is no accident that Dr. William L. Smith served on both our dissertation committees; in fact, his quintessential question"What can computers do that can't be done in other ways?"has inspired and informed our work in computers and composition over the last decade. Many Pitt voices "let us hear" a critique of our own assumptions and confronted us with alternative positions. We are indebted to David Bartholomae, whose presence in the English Department and in the field of composition has profoundly shaped our professional lives. With his encouragement and support, we have developed course sequences for all levels of writing. Like Bartholomae, we are "continually impressed by the patience and goodwill of our students" (See "Inventing the University" in When a Writer Can't Write, edited by Mike Rose. New York: Guilford Press, 1985.). Some of them, like Ron in Chapter 3, are collegial voices that challenge our ways of thinking. We also thank William E. Coles Jr. for his expertise in sequencing, reflected in The Plural I, Composing and Revising, and What Makes Writing Good? Our assignments, classroom activities, and technological innovations engage students in termlong projects that support reflective and critical pedagogy. The experimentation necessary for creating suitable environments for this work involves courage and risk. The Pitt program allowed us the luxury of occasional failure along with the successes. We thank our contributors for their courage in risking the technological and pedagogical failures always inherent in experimental projects and for discussing the accompanying benefits and liabilities honestly and openly. We hope our readers will use the experience and knowledge in these pages to begin their own quests. xi xii Acknowledgments
Purdue University Press eBooks, Oct 15, 2023
Because it has been overworked, underanalyzed, and undefined, critical thinking has come to mean ... more Because it has been overworked, underanalyzed, and undefined, critical thinking has come to mean anything or nothing. The best work on critical thinking imagines it as an act of composing and revising. Definitions of critical thinking have undergone a historical evolution-from general problem-solving "skills" to a complex of higher-order reasoning strategies. When critical thinking in composition is well grounded in theory, exciting pedagogies *
College Composition and Communication, Dec 1, 1999
We consider this book an important contribution to the profession of English studies because it h... more We consider this book an important contribution to the profession of English studies because it helps teachers identify strategies for acting productively in the face of social changes that are so rapid and far-reaching that they threaten to paralyze us with fear and inaction. As the twentieth century draws to a close, we find ourselves very much in need of such advice. Our own classroomsand those of most of our colleagues seem to be populated by students who see little connection between traditional literacy education and the world problems that they currently facethe continuing destruction of global ecosystems, the epidemic spread of AIDS and other diseases, terrorism, war, racism, homophobia, the impotence of political leaders and the irrelevance of political parties. Faced with these challenges and with others of equal magnitude, many faculty teaching in English studies programs find themselves scrambling to rethink and redesign educational efforts within expanded ethical contexts that recognize vastly different global perspectives, learning how to As University of Pittsburgh graduate students, we began our ten-year collaboration, meeting on a weekly basis to discuss assignments within a course sequence that Joan Latchaw developed. We continued this collaboration with a computer application called The Borges Quest, which provided us opportunities to develop our personal and professional relationships further by presenting at conferences and developing this collection. The inspiration guiding our quests over these years can be attributed to the strong philosophical and pedagogical directions we developed at the University of Pittsburgh. It is no accident that Dr. William L. Smith served on both our dissertation committees; in fact, his quintessential question"What can computers do that can't be done in other ways?"has inspired and informed our work in computers and composition over the last decade. Many Pitt voices "let us hear" a critique of our own assumptions and confronted us with alternative positions. We are indebted to David Bartholomae, whose presence in the English Department and in the field of composition has profoundly shaped our professional lives. With his encouragement and support, we have developed course sequences for all levels of writing. Like Bartholomae, we are "continually impressed by the patience and goodwill of our students" (See "Inventing the University" in When a Writer Can't Write, edited by Mike Rose. New York: Guilford Press, 1985.). Some of them, like Ron in Chapter 3, are collegial voices that challenge our ways of thinking. We also thank William E. Coles Jr. for his expertise in sequencing, reflected in The Plural I, Composing and Revising, and What Makes Writing Good? Our assignments, classroom activities, and technological innovations engage students in termlong projects that support reflective and critical pedagogy. The experimentation necessary for creating suitable environments for this work involves courage and risk. The Pitt program allowed us the luxury of occasional failure along with the successes. We thank our contributors for their courage in risking the technological and pedagogical failures always inherent in experimental projects and for discussing the accompanying benefits and liabilities honestly and openly. We hope our readers will use the experience and knowledge in these pages to begin their own quests. xi xii Acknowledgments
Purdue University Press eBooks, Oct 15, 2018
Co-edited by Joan Latchaw, UNO faculty member. Chapter 3: Voices That Let Us Hear: The Tale of th... more Co-edited by Joan Latchaw, UNO faculty member. Chapter 3: Voices That Let Us Hear: The Tale of the Borges Quest, co-authored by Joan Latchaw. Chapter 6: The Seven Cs of Interactive Design, co-authored by Joan Latchaw. The 12 essays collected in this book suggest both practical and theoretical approaches to teaching through networked technologies. Moving beyond technology for its own sake, the book articulates a pedagogy which makes its own productive uses of emergent technologies, both inside and outside the classroom. The book models for students one possible way for teaching and learning the unknown: a dialogic strategy for teaching and learning that can be applied not only to technology-rich problems, but to a range of social issues. This approach, based on the work of Mikhail Bakhtin, understands language itself as a field of creative choices, conflicts, and struggles.https://digitalcommons.unomaha.edu/facultybooks/1040/thumbnail.jp
SIMILE: Studies In Media & Information Literacy Education, 2009
ABSTRACT
Inquiry: Critical Thinking Across the Disciplines, 1998
Technical Communication Quarterly, 2008
Computers and Composition, 1998
... In a January 1997 New York Times article, Sandeep M. Ram Junnarkar argued that "... more ... In a January 1997 New York Times article, Sandeep M. Ram Junnarkar argued that "the speculation that the Internet would spell the ... wrote of this dilemma convincingly in a recent Atlantic Unbound article: "While no one was paying much attention, a homely, geeky technology ...
Computers and Composition, 2010
We examine the effects that opposing metaphors have on the practices of academics and publishers—... more We examine the effects that opposing metaphors have on the practices of academics and publishers—in terms of policy initiatives, litigation, and technological advances—and argue that a new set of rhetorical strategies should be deployed to create a vision for copyright laws and publishing practices. We draw from the work of Kenneth Crews to define alternative metaphors and strategies for more
We consider this book an important contribution to the profession of English studies because it h... more We consider this book an important contribution to the profession of English studies because it helps teachers identify strategies for acting productively in the face of social changes that are so rapid and far-reaching that they threaten to paralyze us with fear and inaction. As the twentieth century draws to a close, we find ourselves very much in need of such advice. Our own classroomsand those of most of our colleagues seem to be populated by students who see little connection between traditional literacy education and the world problems that they currently facethe continuing destruction of global ecosystems, the epidemic spread of AIDS and other diseases, terrorism, war, racism, homophobia, the impotence of political leaders and the irrelevance of political parties. Faced with these challenges and with others of equal magnitude, many faculty teaching in English studies programs find themselves scrambling to rethink and redesign educational efforts within expanded ethical contexts that recognize vastly different global perspectives, learning how to As University of Pittsburgh graduate students, we began our ten-year collaboration, meeting on a weekly basis to discuss assignments within a course sequence that Joan Latchaw developed. We continued this collaboration with a computer application called The Borges Quest, which provided us opportunities to develop our personal and professional relationships further by presenting at conferences and developing this collection. The inspiration guiding our quests over these years can be attributed to the strong philosophical and pedagogical directions we developed at the University of Pittsburgh. It is no accident that Dr. William L. Smith served on both our dissertation committees; in fact, his quintessential question"What can computers do that can't be done in other ways?"has inspired and informed our work in computers and composition over the last decade. Many Pitt voices "let us hear" a critique of our own assumptions and confronted us with alternative positions. We are indebted to David Bartholomae, whose presence in the English Department and in the field of composition has profoundly shaped our professional lives. With his encouragement and support, we have developed course sequences for all levels of writing. Like Bartholomae, we are "continually impressed by the patience and goodwill of our students" (See "Inventing the University" in When a Writer Can't Write, edited by Mike Rose. New York: Guilford Press, 1985.). Some of them, like Ron in Chapter 3, are collegial voices that challenge our ways of thinking. We also thank William E. Coles Jr. for his expertise in sequencing, reflected in The Plural I, Composing and Revising, and What Makes Writing Good? Our assignments, classroom activities, and technological innovations engage students in termlong projects that support reflective and critical pedagogy. The experimentation necessary for creating suitable environments for this work involves courage and risk. The Pitt program allowed us the luxury of occasional failure along with the successes. We thank our contributors for their courage in risking the technological and pedagogical failures always inherent in experimental projects and for discussing the accompanying benefits and liabilities honestly and openly. We hope our readers will use the experience and knowledge in these pages to begin their own quests. xi xii Acknowledgments
Because it has been overworked, underanalyzed, and undefined, critical thinking has come to mean ... more Because it has been overworked, underanalyzed, and undefined, critical thinking has come to mean anything or nothing. The best work on critical thinking imagines it as an act of composing and revising. Definitions of critical thinking have undergone a historical evolution-from general problem-solving "skills" to a complex of higher-order reasoning strategies. When critical thinking in composition is well grounded in theory, exciting pedagogies *
A freshman writing director's first year of teaching was worse than anything she had experienced ... more A freshman writing director's first year of teaching was worse than anything she had experienced as a graduate student, although she was trying to be exactly the same kind of teacher she had been as a graduate teaching assistant. Her realization was that she needed to know more about the abilities of her students and adjust her standards or expectations. What had made for a successful graduate student (never bothering with socializing or departmental politics) made for a poorly prepared administrator. College faculty must answer to their students. It is also essential for faculty to assess the values and philosophy underpinning the department, since many major university English departments hold very strong philosophical positions which graduate students and faculty must embrace. The isolationist perspective of graduate school life conflicts with the nature of professional life, where faculty work in committees. Graduate students entering professional life should: (1) keep a low profile the first year; (2) quietly study the school and the department; (3) learn to say no; (4) act in good faith; and (5) ask colleagues for help and advice. (RS) *
We consider this book an important contribution to the profession of English studies because it h... more We consider this book an important contribution to the profession of English studies because it helps teachers identify strategies for acting productively in the face of social changes that are so rapid and far-reaching that they threaten to paralyze us with fear and inaction. As the twentieth century draws to a close, we find ourselves very much in need of such advice. Our own classroomsand those of most of our colleagues seem to be populated by students who see little connection between traditional literacy education and the world problems that they currently facethe continuing destruction of global ecosystems, the epidemic spread of AIDS and other diseases, terrorism, war, racism, homophobia, the impotence of political leaders and the irrelevance of political parties. Faced with these challenges and with others of equal magnitude, many faculty teaching in English studies programs find themselves scrambling to rethink and redesign educational efforts within expanded ethical contexts that recognize vastly different global perspectives, learning how to As University of Pittsburgh graduate students, we began our ten-year collaboration, meeting on a weekly basis to discuss assignments within a course sequence that Joan Latchaw developed. We continued this collaboration with a computer application called The Borges Quest, which provided us opportunities to develop our personal and professional relationships further by presenting at conferences and developing this collection. The inspiration guiding our quests over these years can be attributed to the strong philosophical and pedagogical directions we developed at the University of Pittsburgh. It is no accident that Dr. William L. Smith served on both our dissertation committees; in fact, his quintessential question"What can computers do that can't be done in other ways?"has inspired and informed our work in computers and composition over the last decade. Many Pitt voices "let us hear" a critique of our own assumptions and confronted us with alternative positions. We are indebted to David Bartholomae, whose presence in the English Department and in the field of composition has profoundly shaped our professional lives. With his encouragement and support, we have developed course sequences for all levels of writing. Like Bartholomae, we are "continually impressed by the patience and goodwill of our students" (See "Inventing the University" in When a Writer Can't Write, edited by Mike Rose. New York: Guilford Press, 1985.). Some of them, like Ron in Chapter 3, are collegial voices that challenge our ways of thinking. We also thank William E. Coles Jr. for his expertise in sequencing, reflected in The Plural I, Composing and Revising, and What Makes Writing Good? Our assignments, classroom activities, and technological innovations engage students in termlong projects that support reflective and critical pedagogy. The experimentation necessary for creating suitable environments for this work involves courage and risk. The Pitt program allowed us the luxury of occasional failure along with the successes. We thank our contributors for their courage in risking the technological and pedagogical failures always inherent in experimental projects and for discussing the accompanying benefits and liabilities honestly and openly. We hope our readers will use the experience and knowledge in these pages to begin their own quests. xi xii Acknowledgments
Purdue University Press eBooks, Oct 15, 2023
Because it has been overworked, underanalyzed, and undefined, critical thinking has come to mean ... more Because it has been overworked, underanalyzed, and undefined, critical thinking has come to mean anything or nothing. The best work on critical thinking imagines it as an act of composing and revising. Definitions of critical thinking have undergone a historical evolution-from general problem-solving "skills" to a complex of higher-order reasoning strategies. When critical thinking in composition is well grounded in theory, exciting pedagogies *
College Composition and Communication, Dec 1, 1999
We consider this book an important contribution to the profession of English studies because it h... more We consider this book an important contribution to the profession of English studies because it helps teachers identify strategies for acting productively in the face of social changes that are so rapid and far-reaching that they threaten to paralyze us with fear and inaction. As the twentieth century draws to a close, we find ourselves very much in need of such advice. Our own classroomsand those of most of our colleagues seem to be populated by students who see little connection between traditional literacy education and the world problems that they currently facethe continuing destruction of global ecosystems, the epidemic spread of AIDS and other diseases, terrorism, war, racism, homophobia, the impotence of political leaders and the irrelevance of political parties. Faced with these challenges and with others of equal magnitude, many faculty teaching in English studies programs find themselves scrambling to rethink and redesign educational efforts within expanded ethical contexts that recognize vastly different global perspectives, learning how to As University of Pittsburgh graduate students, we began our ten-year collaboration, meeting on a weekly basis to discuss assignments within a course sequence that Joan Latchaw developed. We continued this collaboration with a computer application called The Borges Quest, which provided us opportunities to develop our personal and professional relationships further by presenting at conferences and developing this collection. The inspiration guiding our quests over these years can be attributed to the strong philosophical and pedagogical directions we developed at the University of Pittsburgh. It is no accident that Dr. William L. Smith served on both our dissertation committees; in fact, his quintessential question"What can computers do that can't be done in other ways?"has inspired and informed our work in computers and composition over the last decade. Many Pitt voices "let us hear" a critique of our own assumptions and confronted us with alternative positions. We are indebted to David Bartholomae, whose presence in the English Department and in the field of composition has profoundly shaped our professional lives. With his encouragement and support, we have developed course sequences for all levels of writing. Like Bartholomae, we are "continually impressed by the patience and goodwill of our students" (See "Inventing the University" in When a Writer Can't Write, edited by Mike Rose. New York: Guilford Press, 1985.). Some of them, like Ron in Chapter 3, are collegial voices that challenge our ways of thinking. We also thank William E. Coles Jr. for his expertise in sequencing, reflected in The Plural I, Composing and Revising, and What Makes Writing Good? Our assignments, classroom activities, and technological innovations engage students in termlong projects that support reflective and critical pedagogy. The experimentation necessary for creating suitable environments for this work involves courage and risk. The Pitt program allowed us the luxury of occasional failure along with the successes. We thank our contributors for their courage in risking the technological and pedagogical failures always inherent in experimental projects and for discussing the accompanying benefits and liabilities honestly and openly. We hope our readers will use the experience and knowledge in these pages to begin their own quests. xi xii Acknowledgments
Purdue University Press eBooks, Oct 15, 2018
Co-edited by Joan Latchaw, UNO faculty member. Chapter 3: Voices That Let Us Hear: The Tale of th... more Co-edited by Joan Latchaw, UNO faculty member. Chapter 3: Voices That Let Us Hear: The Tale of the Borges Quest, co-authored by Joan Latchaw. Chapter 6: The Seven Cs of Interactive Design, co-authored by Joan Latchaw. The 12 essays collected in this book suggest both practical and theoretical approaches to teaching through networked technologies. Moving beyond technology for its own sake, the book articulates a pedagogy which makes its own productive uses of emergent technologies, both inside and outside the classroom. The book models for students one possible way for teaching and learning the unknown: a dialogic strategy for teaching and learning that can be applied not only to technology-rich problems, but to a range of social issues. This approach, based on the work of Mikhail Bakhtin, understands language itself as a field of creative choices, conflicts, and struggles.https://digitalcommons.unomaha.edu/facultybooks/1040/thumbnail.jp
SIMILE: Studies In Media & Information Literacy Education, 2009
ABSTRACT
Inquiry: Critical Thinking Across the Disciplines, 1998
Technical Communication Quarterly, 2008
Computers and Composition, 1998
... In a January 1997 New York Times article, Sandeep M. Ram Junnarkar argued that "... more ... In a January 1997 New York Times article, Sandeep M. Ram Junnarkar argued that "the speculation that the Internet would spell the ... wrote of this dilemma convincingly in a recent Atlantic Unbound article: "While no one was paying much attention, a homely, geeky technology ...
Computers and Composition, 2010
We examine the effects that opposing metaphors have on the practices of academics and publishers—... more We examine the effects that opposing metaphors have on the practices of academics and publishers—in terms of policy initiatives, litigation, and technological advances—and argue that a new set of rhetorical strategies should be deployed to create a vision for copyright laws and publishing practices. We draw from the work of Kenneth Crews to define alternative metaphors and strategies for more
We consider this book an important contribution to the profession of English studies because it h... more We consider this book an important contribution to the profession of English studies because it helps teachers identify strategies for acting productively in the face of social changes that are so rapid and far-reaching that they threaten to paralyze us with fear and inaction. As the twentieth century draws to a close, we find ourselves very much in need of such advice. Our own classroomsand those of most of our colleagues seem to be populated by students who see little connection between traditional literacy education and the world problems that they currently facethe continuing destruction of global ecosystems, the epidemic spread of AIDS and other diseases, terrorism, war, racism, homophobia, the impotence of political leaders and the irrelevance of political parties. Faced with these challenges and with others of equal magnitude, many faculty teaching in English studies programs find themselves scrambling to rethink and redesign educational efforts within expanded ethical contexts that recognize vastly different global perspectives, learning how to As University of Pittsburgh graduate students, we began our ten-year collaboration, meeting on a weekly basis to discuss assignments within a course sequence that Joan Latchaw developed. We continued this collaboration with a computer application called The Borges Quest, which provided us opportunities to develop our personal and professional relationships further by presenting at conferences and developing this collection. The inspiration guiding our quests over these years can be attributed to the strong philosophical and pedagogical directions we developed at the University of Pittsburgh. It is no accident that Dr. William L. Smith served on both our dissertation committees; in fact, his quintessential question"What can computers do that can't be done in other ways?"has inspired and informed our work in computers and composition over the last decade. Many Pitt voices "let us hear" a critique of our own assumptions and confronted us with alternative positions. We are indebted to David Bartholomae, whose presence in the English Department and in the field of composition has profoundly shaped our professional lives. With his encouragement and support, we have developed course sequences for all levels of writing. Like Bartholomae, we are "continually impressed by the patience and goodwill of our students" (See "Inventing the University" in When a Writer Can't Write, edited by Mike Rose. New York: Guilford Press, 1985.). Some of them, like Ron in Chapter 3, are collegial voices that challenge our ways of thinking. We also thank William E. Coles Jr. for his expertise in sequencing, reflected in The Plural I, Composing and Revising, and What Makes Writing Good? Our assignments, classroom activities, and technological innovations engage students in termlong projects that support reflective and critical pedagogy. The experimentation necessary for creating suitable environments for this work involves courage and risk. The Pitt program allowed us the luxury of occasional failure along with the successes. We thank our contributors for their courage in risking the technological and pedagogical failures always inherent in experimental projects and for discussing the accompanying benefits and liabilities honestly and openly. We hope our readers will use the experience and knowledge in these pages to begin their own quests. xi xii Acknowledgments
Because it has been overworked, underanalyzed, and undefined, critical thinking has come to mean ... more Because it has been overworked, underanalyzed, and undefined, critical thinking has come to mean anything or nothing. The best work on critical thinking imagines it as an act of composing and revising. Definitions of critical thinking have undergone a historical evolution-from general problem-solving "skills" to a complex of higher-order reasoning strategies. When critical thinking in composition is well grounded in theory, exciting pedagogies *
A freshman writing director's first year of teaching was worse than anything she had experienced ... more A freshman writing director's first year of teaching was worse than anything she had experienced as a graduate student, although she was trying to be exactly the same kind of teacher she had been as a graduate teaching assistant. Her realization was that she needed to know more about the abilities of her students and adjust her standards or expectations. What had made for a successful graduate student (never bothering with socializing or departmental politics) made for a poorly prepared administrator. College faculty must answer to their students. It is also essential for faculty to assess the values and philosophy underpinning the department, since many major university English departments hold very strong philosophical positions which graduate students and faculty must embrace. The isolationist perspective of graduate school life conflicts with the nature of professional life, where faculty work in committees. Graduate students entering professional life should: (1) keep a low profile the first year; (2) quietly study the school and the department; (3) learn to say no; (4) act in good faith; and (5) ask colleagues for help and advice. (RS) *