Center Will Hold

Nonfiction, Reference & Language, Language Arts, Writing & Publishing, Composition & Creative Writing
Cover of the book Center Will Hold by Michael Pemberton, Utah State University Press
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Author: Michael Pemberton ISBN: 9780874214840
Publisher: Utah State University Press Publication: December 1, 2003
Imprint: Utah State University Press Language: English
Author: Michael Pemberton
ISBN: 9780874214840
Publisher: Utah State University Press
Publication: December 1, 2003
Imprint: Utah State University Press
Language: English

In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges.

Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges.

Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.

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