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Amplifying Soundwriting Pedagogies
Integrating Sound into Rhetoric and Writing
edited by Michael J. Faris,
Courtney S. Danforth, and Kyle D. Stedman
Practices and Possibilities Series
Copublished with the WAC Clearinghouse
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While sonic rhetoric is still a growing subfield of writing studies, attention to pedagogy remains an underattended but increasingly important conversation. Amplifying Soundwriting Pedagogies addresses this gap by offering a broad range of assignments to support university instructors who seek to integrate the use of digital audio into their writing and rhetoric curricula. Each of the 25 chapters in this edited collection provides a written introduction to an adaptable soundwriting activity or sequence of assignments; a transcribed audio reflection from the instructor discussing the assignment’s purpose, strengths, and weaknesses; student-oriented documents such as assignment prompts, and rubrics) that readers can adapt in their own teaching; and examples of student work (audio with transcriptions) hosted on the book’s website.
This book is also available as an open access ebook through the
Paper: $44.95
Ebook: Open Access
ISBN: 978-1-64642-3927
Pages: 366
(Promo code expires 7/21/2023)
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Masking Inequality with Good Intentions
Systemic Bias, Counterspaces, and Discourse Acquisition in STEM Education
by Heather M. Falconer
Practices and Possibilities Series
Copublished with the WAC Clearinghouse
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In Masking Inequality with Good Intentions, Heather M. Falconer examines the impact of systemic bias on disciplinary discourse acquisition and identity development by asking “How do the norms and expectations of higher education and STEM, specifically, impact the development of scientific identity and discursive skill?” and “What role do societal markers like race and gender play in the negotiation of identity in STEM learning environments?”
Drawing on the experiences and writings of six students from historically underrepresented backgrounds in STEM, each participating in an undergraduate research program, Falconer discusses how programmatic and pedagogical choices can work to either further marginalize students and disrupt their writing and identity development as scientists or create counterspaces—spaces where students can thrive and push back against dominant, oppressive forces. Practical applications for pedagogy, curriculum, and program design are included.
This book is also available as an open access ebook through the
Paper: $22.95
Ebook: Open Access
ISBN: 978-1-64642-389-7
Pages: 162
(Promo code expires 7/21/2023)
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For recent and upcoming University Press of Colorado, Utah State University Press, University of Wyoming Press, and University of Alaska Press titles,
University Press of Colorado is a cooperative publishing enterprise supported, in part, by Adams State University, Colorado State University, Fort Lewis College, Metropolitan State University of Denver, University of Alaska Fairbanks, University of Colorado, University of Denver, University of Northern Colorado, University of Wyoming,
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