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Writing in Knowledge Societies

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Doreen Starke-Meyerring, McGill University

Anthony Paré, McGill University

Natasha Artemeva, Carleton University

Miriam Horne, Champlain College

Larissa Yousoubova, McGill University

Copyright Year: 2011

ISBN 13: 9781602352681

Publisher: WAC Clearinghouse

Language: English

Formats Available

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Table of Contents

Writing in Knowledge Societies

  • The Roles of Writing In Knowledge Societies: Questions, Exigencies, and Implications for the Study and Teaching of Writing, Doreen Starke-Meyerring and Anthony Paré

Conceptual, Methodological, and Historical Perspectives on Studying Writing as an Epistemic Practice

  • Investigating Texts in their Social Contexts: The Promise and Peril of Rhetorical Genre Studies, Catherine F. Schryer
  • "Curious Gentlemen": The Hudson's Bay Company and the Royal Society, Business and Science in the Eighteenth Century, Janet Giltrow
  • Electrons Are Cheap; Society Is Dear, Charles Bazerman

Writing as Knowledge Work in Public and Professional Settings

  • Risk Knowledge and Risk Communication: The Rhetorical Challenge of Public Dialogue, Philippa Spoel and Chantal Barriault
  • The Evolution of an Environmentalist Group Toward Public Participation: Civic Knowledge Construction and Transgressive Identities, Diana Wegner
  • Making Legal Knowledge in Global Digital Environments: The Judicial Opinion as Remix, Martine Courant Rife
  • Understanding and Supporting Knowledge Work in Schools, Workplaces, and Public Life, William Hart-Davidson and Jeffrey T. Grabill

The Role of Writing in the Production of Knowledge in Research Environments

  • Rhetoric, Knowledge, and "The Brute Facts of Nature" in Science Research, Heather Graves
  • Disciplines and Discourses: Social Interactions in the Construction of Knowledge, Ken Hyland
  • Knowledge and Identity Work in the Supervision of Doctoral Student Writing: Shaping Rhetorical Subjects, Anthony Paré, Doreen Starke-Meyerring, and Lynn McAlpine
  • Writing into the Knowledge Society: A Case Study of Vulnerability in Inkshedding, Miriam Horne

The Teaching of Writing as an Epistemic Practice in Higher Education

  • Writing and Knowledge Making: Insights from an Historical Perspective, Paul M. Rogers and Olivia Walling
  • Reinventing WAC (again): The First-Year Seminar and Academic Literacy, Doug Brent
  • A Code of Ethics as a Collaborative Learning Tool: Comparing a Face-to-Face Engineering Team and Multidisciplinary Online Teams, Anne Parker and Amanda Goldrick-Jones
  • "An Engrained Part of My Career": The Formation of a Knowledge Worker in the Dual Space of Engineering Knowledge and Rhetorical Process, Natasha Artemeva
  • International Students and Identity: Resisting Dominant Ways of Writing and Knowing in Academe, Heekyeong Lee and Mary H. Maguire

Articulating and Implementing Rhetoric and Writing as a Knowledge-Making Practice in Higher Education

  • Representing Writing: A Rhetoric for Change, Roger Graves
  • Building Academic Community through a Town Hall Forum: Rhetorical Theories in Action, Tania Smith
  • Talking the Talk and Walking the Walk: Establishing the Academic Role of Writing Centres, Margaret Procter

Author Affiliations

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  • About the Book

    The editors of Writing in Knowledge Societies provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education. Writing in Knowledge Societies helps us conceptualize the ways in which rhetoric and writing work to organize, (re-)produce, undermine, dominate, marginalize, or contest knowledge-making practices in diverse settings, showing the many ways in which rhetoric and writing operate in knowledge-intensive organizations and societies.

    About the Contributors


    Doreen Starke-Meyerring is an associate professor in the Department of Integrated Studies in Education, McGill University, Montreal, Canada. 

    Anthony Paré is a professor in the Department of Integrated Studies in Education, McGill University, Montreal, Canada. 

    Natasha Artemeva is an associate professor in the School of Linguistics and Language Studies, Carleton University, Canada. 

    Miriam Horne is an assistant professor in the Core Division at Champlain College, Burlington, Vermont, USA. 

    Larissa Yousoubova is a doctoral candidate in the Department of Integrated Studies in Education, McGill University, Montreal, Canada.

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