Monday, November 9, 2015 at Webinar
Starts at 10:30 AM · Ends at 11:30 AM, EST (America/New_York)
ABOUT THE PRESENTATION
Help your students help themselves! Author Stacey Waite is here to share strategies for the classroom when approaching and discussing composition.
--Why difficulty: what makes it important/necessary?
--What do we mean by "difficult" reading versus writing?
--Teaching students to read rhetorically
ABOUT THE PRESENTER
Stacey Waite is Assistant Professor of English at the University of Nebraska—Lincoln where she teaches courses in Composition and Rhetoric and Gender Studies. Waite has published articles and essays on the teaching of writing in numerous journals and anthologies, including Writing on the Edge, Feminist Teacher, and Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy. Waite was co-editor of The Best of the Independent Rhetoric and Composition Journals 2011 (Parlor Press, 2012). Having worked with both the Western Pennsylvania Writing Project, and currently with the Nebraska Writing Project, Waite directs and contributes to many writing programs and projects in her community—among them the Young Writers Camp in Lincoln, Nebraska, the Louder than a Bomb Omaha Youth poetry Festival, and the Summer Institute for Teachers.With an interest both in critical and creative writing, Waite has published four collections of poems: Choke (winner of the 2004 Frank O'Hara Prize), Love Poem to Androgyny (winner of the 2006 Main Street Rag Chapbook Competition), the lake has no saint (winner of the 2008 Snowbound Prize from Tupelo Press), and Butch Geography (Tupelo Press, 2013). Waite’s poems have been published most recently in The Cream City Review, Bloom, Indiana Review, and Black Warrior Review. Waite is the co-host of the radio podcast Air Schooner produced by Prairie Schooner and is Senior Poetry Editor for Tupelo Quarterly.Waite has been teaching writing using Ways of Reading since 1999, has worked on the selections and apparatus for the book since 2006, and is now co-editor of the textbook. She has given several invited talks addressing the pedagogy of the textbook and working with teachers of first-year writing to scaffold and shape their semesters using Ways of Reading.