By Bruce McComiskey, Cynthia Ryan
An exploration of the various ways in which writing is taught in a few specific city settings.
This is the 1st full-length assortment in composition stories to inform the tale of educating and writing in city universities in towns reminiscent of Birmingham, Pittsburgh, Chicago, San Francisco, Las Vegas, Atlanta, and Detroit. Bruce McComiskey and Cynthia Ryan stopover at the attention-grabbing historical past of varied city universities to demonstrate how particular writing courses and teachers have engaged within the altering missions and priorities in their institutions.
The authors tackle the advanced interwoven elements of urban comp: the identities of people and associations that give a contribution to the writing of verbal, visible, and spatial texts; the areas that function assets for scholar writing, research, and critique; and the curriculum practices carried out in courses that try to aid scholars realize, and every so often, remodel their understandings of the towns during which they stay, study, and compose.
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Additional resources for City Comp: Identities, Spaces, Practices
These slogans are central to UAB’s most recent recruitment materials because they provide potential students with positive images (counter-myths) of the school, and they emphasize a broader scope than did the previous materials: “world,” not city; “future,” not present. Once UAB’s association with its urban context is broken, the new recruitment materials further address (directly and indirectly) the myths about Birmingham proper that are perpetuated in outside media representations of the city.
Readings in Planning Theory. Ed. Scott Campbell and Susan S. Fainstein. Cambridge, MA: Blackwell, 1996. 234–57. Lefebvre, Henry. Writings on Cities. Trans. Eleonore Kofman and Elizabeth Lebas. Cambridge, MA: Blackwell, 1996. Severino, Carol. ” Urban Education 31 (1996): 291–313. Temple University. 22 March 2001. edu>. Trimbur, John. ” College Composition and Communication 45 (1994): 108–18. University of Massachusetts Boston. 22 March 2001. edu>. This page intentionally left blank. PART I Negotiating Identities This page intentionally left blank.
The relationship between past, present, and future). Dohrn-van Rossum tells us, for example, that it was this period that saw the synchronization of calendars and the reckoning of time according to consecutively counted days of the month, technologies that simplified the recording of one’s date of birth, which in turn made it possible for individuals to connect their lifetimes to larger historical events (3–4).