Neal Lerner – författare

This volume collects essential writings in the field of writing center studies as it has blossomed and developed since the 1995 publication of Landmark Essays on Writing Centers. These writings offer a new generation of writing center readers' provocative ideas and research-based praxis on the topics covered in the book’s four parts: Writing Center History, Critical Perspectives on Current Practices, Writing Center Research, and Writing Centers in New Spaces. Its provocative chapters discuss issues including student agency, collaboration, social justice and marginalized populations, community engagement, and online writing instruction. Landmark Essays in Contemporary Writing Center Studies provides an up-to-date introduction to new students and a useful reference for long-time practitioners. It is essential reading for undergraduate and graduate students in composition and education, as well as writing center staff and directors.

This volume collects essential writings in the field of writing center studies as it has blossomed and developed since the 1995 publication of Landmark Essays on Writing Centers. These writings offer a new generation of writing center readers' provocative ideas and research-based praxis on the topics covered in the book’s four parts: Writing Center History, Critical Perspectives on Current Practices, Writing Center Research, and Writing Centers in New Spaces. Its provocative chapters discuss issues including student agency, collaboration, social justice and marginalized populations, community engagement, and online writing instruction. Landmark Essays in Contemporary Writing Center Studies provides an up-to-date introduction to new students and a useful reference for long-time practitioners. It is essential reading for undergraduate and graduate students in composition and education, as well as writing center staff and directors.

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.

Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs.Teachers, university administrators, advisors, and other support staff will gain an understanding of the resources, challenges, and successes of this growing student population and become better equipped to provide them with the best possible educational opportunities. Through mixed-methods case studies focusing on the Northeastern University Writing Program and Writing Center, the authors unpack the complexity of multilingual students’ identities and languaging to challenge deficit and homogenizing narratives that overlook their linguistic assets and diverse educational experiences. Working within and against university categories for collecting information about students and assessing their writing, authors point out the limits of terms such as “international” and the problems with dichotomous L1/L2 and native/nonnative speaker labels. Finally, the book offers lessons learned about the importance of conducting program self-study to inform research and pedagogy for higher education institutions around the world.This book will appeal to writing studies and linguistics scholars with interests in multilingualism, assessment, and mobility, as well as institutional stakeholders and researchers of higher education and multicultural education.