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For scholars interested in the intersection of writing and online instruction, Writing in Online Courses: How the Online Environment Shapes Writing and Practice examines both the theoretical and practical implications of writing in online courses. The essays in this collection reflect upon what the authors have learned about the synergistic way that writing helps to shape online instruction and how online instruction helps to shape the writing process.
While many educators continue to question the reasons for teaching online, these essays demonstrate the useful ways in which it enhances and informs student writing and learning. From the vantage point of different disciplines, the authors examine how the writing process is revealed and changed when it is placed at the center of an online learning environment. These scholars and practitioners attest to the multiple ways that teaching online has enabled them to rethink how writing functions in their classes, allowing them to pursue educational goals and student outcomes that may have been more difficult or even impossible to pursue in the traditional classroom.
Perfect for courses in: Writing and Emerging Technologies, English Online, Topics in Composition and Rhetoric, Approaches to Teaching Writing, Technology in the Classroom, Educational Technology for Teaching and Learning, Foundations of Distance Education, Composition Theory, Introduction to Rhetoric and Composition, Writing and the Teaching of Writing.
Introduction: Why Do You Teach Online
Part I: Technology and the Writing Practice
1. Past to the Future: Computers and Community in the First Year Writing Classroom
2. “She Really Took the Time”: Students’ Opinions of Screen-Capture Response to Their Writing in Online Courses
3. Shifting Again: Electronic Writing and Recorded Speech in Online Courses
4. Revising the Defaults: Online FYC Courses as Sites of Heterogeneous Disciplinary Work
Part II: Negotiating Identity Online
5. Creating and Reflecting on Professional Identities in Online Business Writing Courses
6. Free to Write, Safe to Claim: The Importance of Writing in Online Sociology Courses in Transforming Disposition
7. Facework and the Negotiation of Identity in Online Class Discussions
Part III: Learning Academic Discourse Online
8. The Reading-Writing Connection: Engaging the Literary Text Online
9. Getting Down to Earth: Scientific Inquiry and Online Writing for Non-Science Students
10. Shifting Perspectives about Teaching Writing Online: A Conceptual Framework Approach for Transfer
11. Hybrid Spaces and Writing Places: Ecoliteracy, Ecocomposition, and Ecological Self
"With the research presented in Writing in Online Courses…, we (as instructors) can be better equipped for the trial and error of writing pedagogy, as we hope for teachable moments to emerge and for a productive community to develop within our online courses. [It} offers methods, ideas, and starting points that I hope teachers and researchers take up, try out, fail at, learn from, and build upon to expand the field’s corpus of innovative pedagogical strategies for digital composition instruction and of researched insight into how humans write and communicate in an ever-evolving online space." For the complete Composition Forum review, click HERE.
"Rather than viewing the online classroom as inferior to the traditional face-to-face classroom, this engaging collection embraces the unique learning opportunities available to both students and teachers in an online and hybrid classroom where the act of writing is made central. Firmly grounded in contemporary pedagogical theory, individual essays variously examine intersections between technology and writing practices, student identity formation, and the development of academic discourse. All instructors who value the importance of student writing and teach in an online environment should read this book as it provides inspiration, insights, and sound advice into how they can improve their instruction and student learning outcomes."Pam Lieske, Professor of English - , Kent State University-Trumbell
"Putting writing at the center of any class is no mean feat, but the authors in this collection keep writing at the heart of their online classes. That’s impressive. Even more impressive is the wide range of pedagogies and instructional techniques they employ to do so. The challenges of teaching writing online are daunting even to veteran writing teachers, but these essays are so practical, brimming with wisdom and helpful advice, that they inspire us to accept the challenge and reconsider the potential in online writing instruction." For the complete Composition Studies review, click HERE.Bob Mayberry, California State University Channel Islands - Composition Studies 46.1 (2018): 183–186
"We are, perhaps, past the days when adopters of online teaching felt called upon to defend the practice among their more traditionally-minded colleagues. Even so, readers of Writing in the Online Classroom, edited by Phoebe Jackson and Christopher Weaver, will gain much to help make the case for online instruction. On the one hand, as Jackson and Weaver observe, online teaching might seem to forestall the close relationships formed through the give-and-take of the classroom setting. Moreover, the volume’s contributors agree that the online classroom does alter student–teacher and student–student relationships. The collection also argues, however, that online teaching, which is almost entirely conducted through writing, creates possibilities for instruction, particularly in the area of writing, that the traditional in-person classroom might not provide. Some of the contributors go so far as to argue that the online classroom is more effective than in-person instruction for achieving certain learning outcomes and dispositional changes in their students. While the occasion of the book is deeply informed by the inquiries of composition theory, the discussion will prove accessible for readers from any discipline and for both practitioners of online teaching and those interested in theory concerning it. The volume will surely help online instructors to better understand the possibilities of their instruction and will inspire ideas for enhancing it. Each of the essays establishes its own critical entry into the subject, and many are informed by a range of specific disciplinary questions and imperatives. The result is a fascinating dialogue, as the writers highlight different facets of a more or less interrelated inquiry about how we should think about writing in these new instructional spaces."Teachers College Record