It seems obvious: students will have more meaningful writing experiences if we offer more opportunities for their writing to be meaningful for them. But what does that mean? What makes writing meaningful for students? What, really, makes students want to write? The authors of this practical little book asked precisely that, and the answers they gathered from students across disciplines, majors, and institutions over several years inform their advice in Making Writing Meaningful: A Guide for Higher Education. The critical lessons that Michele Eodice, Anne Ellen Geller, and Neal Lerner took from their survey research, as well as from their own classrooms and workshops, are these: Students want their writing to be consequential, to build on connections with their lives, their world, and their futures, and to foster an inclusive learning experience. The authors delved further into these findings by asking what role identities-whether racial, ethnic, or cultural-played in students' approach to writing and by exploring what students found meaningful in writing during experiences such as disruption, dislocation, and loss; personal, economic, and health challenges; and political, racial, and societal conflict. The resulting guide pairs a wealth of new data with pedagogical strategies and reflective exercises to help instructors of all kinds connect more effectively with their students-and to help students connect their lives and their writing in meaningful and productive ways. Making Writing Meaningful writing makes for a richer, more successful learning experience, and this book invites students and teachers alike to take advantage of the guidance offered here to foster connections that will serve students-and the world-well beyond academia.
It seems obvious: students will have more meaningful writing experiences if we offer more opportunities for their writing to be meaningful for them. But what does that mean? What makes writing meaningful for students? What, really, makes students want to write? The authors of this practical little book asked precisely that, and the answers they gathered from students across disciplines, majors, and institutions over several years inform their advice in Making Writing Meaningful: A Guide for Higher Education. The critical lessons that Michele Eodice, Anne Ellen Geller, and Neal Lerner took from their survey research, as well as from their own classrooms and workshops, are these: Students want their writing to be consequential, to build on connections with their lives, their world, and their futures, and to foster an inclusive learning experience. The authors delved further into these findings by asking what role identities-whether racial, ethnic, or cultural-played in students' approach to writing and by exploring what students found meaningful in writing during experiences such as disruption, dislocation, and loss; personal, economic, and health challenges; and political, racial, and societal conflict. The resulting guide pairs a wealth of new data with pedagogical strategies and reflective exercises to help instructors of all kinds connect more effectively with their students-and to help students connect their lives and their writing in meaningful and productive ways. Making Writing Meaningful writing makes for a richer, more successful learning experience, and this book invites students and teachers alike to take advantage of the guidance offered here to foster connections that will serve students-and the world-well beyond academia.
This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the...
A learning revolution is in the making around the world. Enthusiastic educators are using the new tools and technology of the maker movement to give children authentic learning experiences beyond...
Unorthodox meets Start with Why: how escaping a cult led Debbie Haski-Leventhal to become a ‘professor of purpose’ and master the art of finding personal meaning in life. When she was five, tragedy...
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