Linda Adler-Kassner – författare

The first volume in AAHE and Campus Compact’s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.

This is an empirical study of basic writing in the contemporary academy from the perspective of students as two urban institutions, and from basic writing courses and programs from a variety of colleges and universities. The authors examine perceptions of in-school writing and how basic writing programs have been created and maintained b drawing on basic writing syllabi and program information from a variety of colleges and universities. They look at ways the institution of basic writing an make better pedagogical and political use of students' entering perceptions of their courses, and students' past experiences.

In Writing Expertise, Linda Adler-Kassner and Elizabeth Wardle address the question, “How can instructors across disciplines best help students write well?” Drawing on research about how disciplines use writing to engage in shared ways of thinking, practicing, and demonstrating knowledge, the authors offer an approach that helps faculty across the disciplines invite students to bring new ideas and identities to their work. Throughout the book, Adler-Kassner and Wardle help instructors explore what it means to write well in their courses, fields, or disciplines and offer strategies and activities that can help them improve their assignments by infusing research-based writing activities into their courses. Writing Expertise provides an innovative, equity- and research-based approach to writing in the disciplines that will enrich instructor and student thinking. Thoughtful discussions and well-designed activities provide the support needed to help instructors put disciplinary thinking into written form, develop systematic aways of learning about the students who write in their courses, and ultimately develop more effective, inclusive courses.