Top 11+ tải bầu cua tôm cá 2015 mới nhất 2022

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Antiracist Writing Assessment Ecologies: Teaching và Assessing Writing for a Socially Just Future

Contributor:Inoue

Publisher:WAC Clearinghouse

License:CC BY-NC-ND

In Antiracist Writing Assessment Ecologies, Asao B.

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Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. Khổng lồ explain how & why antiracist work in the writing classroom is vital khổng lồ literacy learning, Inoue incorporates ideas about the trắng racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments.

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Drawing on his own teaching và classroom inquiry, Inoue offers a heuristic for developing & critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, và places.

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Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy

Contributor:Wenger

Publisher:WAC Clearinghouse

License:CC BY-NC-ND

In Yoga Minds, Writing Bodies, Christy Wenger argues for the inclusion of Eastern-influenced contemplative education within writing studies. She observes that, although we have "embodied" writing education in general by discussing the rhetorics of racialized, gendered, & disabled bodies, we have done substantially less khổng lồ address the particular bodies that occupy our classrooms. She proposes that we turn to contemplative education practices that engages student bodies through fusing a traditional curriculum with contemplative practices including yoga, meditation, và the martial arts. Drawing strength from the recent "quiet revolution" (Zajonc) of contemplative pedagogy within postsecondary education và a legacy of field interest attributable to James Moffett, this project draws on case studies of first-year college writers lớn present contemplative pedagogy as a means of teaching students mindfulness of their writing and learning in ways that promote the academic, rhetorical work accomplished in first-year composition classes while at the same time remaining committed to lớn a larger scope of a writer's physical và emotional well-being.