Betsy Gilliland - Böcker

Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation.This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included.This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.

When academia treats plagiarism as a right-or-wrong issue, university students are expected to already understand how to avoid this act of academic dishonesty. However, source use is filled with complexities, and student plagiarism is often connected to student struggles with the subtleties of academic writing. Scholarly work that involves incorporation of sources is, in fact, a complex network of processes. Beyond Plagiarism offers a pedagogical approach to plagiarism that is intended to help instructors, administrators, and advisors address plagiarism and mentor students’ understanding of these processes and their development as academic writers and scholars. Starting with an overview of the complexities underlying plagiarism and source use, the book offers practical tools that teachers can integrate in their classes. These tools include examples of modifications to syllabi; integrating processes into assignment design, classroom support, and feedback and grading; meta-texts to guide student reflection on their use of sources; explanations of why source use is important in academic writing; guiding students through learning how to read for writing, analyze genres to better understand expectations, and practice paraphrasing, summarizing, and quoting in their own assignments; approaching AI tools strategically; and modeling successful strategies for each step of the scholarly process. By taking a pedagogical approach, expert members of the academic community can help students understand how academic writing builds on and incorporates sources; provide support for students to learn to do these things through a process approach; and respond to situations of plagiarism with nuance, compassion, and a growth mindset.

This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers’ unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.

This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers’ unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.