Whittier Law School New Initiatives Student Fellowships and IP Legal Writing. Course Offerings for 200304 in Intellectual Property http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Whittier Law School Back to Centers Clinics *International Law WeekendWest 2005 Law, participate in a selective first year legal writing section that has an http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Bedford/St. Martin's - The Bedford Bibliography Writing centers have been rushing to add networked computer technologies to their services, but logistical questions have dominated ("How can this be http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
English 467 Writing Learning schedule Class policies Grammar Police Can Take a Break Figures of Rhetoric and Grammar International Writing Centers Association How to Say http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Extractions: For writing centers today the contrast between the center as punishment and the center as possibility donnes day-to-day existence. As I show in what follows, this contrast also defines writing center history and can provide contemporary writing center directors a map of hazards to be avoided if they are to achieve the professional status for which they yearn. 1939-1949: REPRESENTING "DIFFERENCE" Writing centers (or their precursors known as "writing clinics" and "writing laboratories") have long been intertwined with the teaching of composition. As early as 1895, John Franklin Genung of Amherst College described teaching writing as "laboratory work" (174), and in the early 20th century many colleges utilized the one-to-one teaching of writing in one form or another. From 1939, when College English first appeared, to the 1949 launch of College Composition and Communication, authors frequently made reference to writing laboratories and clinics.' For example, a 1940-41 NCTE survey of 292 institutions on "the organization of composition courses" reported that 34 used a writing "laboratory" and 58 claimed an English "clinic" (Grey, et al.).
Extractions: Contents Index Previous Next Writing Centers Blythe, Stuart. "Networked Computers + Writing Centers = ? Thinking about Networked Computers in Writing Center Practice." Writing Center Journal 17.2 (Spring 1997): 89110. Writing centers have been rushing to add networked computer technologies to their services, but logistical questions have dominated ("How can this be done?") rather than theoretical questions. The latter are necessary for examining conceptions of technology that underlie discussions of networked writing-center services. Instrumental theories, the idea that technology is neutral, lead to a focus on purely logistical concerns and the belief that a center's basic mission will not change; substantive theories focus on the power of technology and the inevitable changes (for good or bad) that it will bring. Both theories are inadequate for researching theoretical questions; what's needed is a critical theory of technology (Feenberg) that can help to shape the designs of writing-center technologies. Boquet, Elizabeth H.
Extractions: edited 12/28/02 ABSTRACT Today, writing centers thrive on many college and university campuses. Yet, this has not always been the case. This paper traces the development of writing centers in the 20th century. Given the variety and diversity of centers, their development is presented by theme rather than chronology. After exploring some possible historical antecedents, the paper discusses the reasons for founding, various names or images, staffing and pedagogy, and relationship to the university at large. It concludes with a series of indicators that describe the current position of writing centers. Contents Introduction Historical Antecedents of the Writing Center Writing Centers' Relationship to the University Reasons for the Founding of Writing Centers ... Introduction On the campuses of many American colleges and universities today, students frequent a place that supports writing. And that support of writing may be the only commonality among these places. They differ in name, staffing, method, funding, and emphasis; yet, they are joined by their increasing presence and importance to the university community. In The American College and University: A History , Rudolph defined the American university as a place with This definition of variety can be applied as well to the writing centers that developed as part of the university. Kinkead and Harris in Writing Centers in Context asserted this diversity as the major commonality among centers.
Centers, Institutes, Laboratories, And Clinics University Center for Excellence Programs The writing Center Each center, institute, laboratory, and clinic is listed under the name of the unit with http://www.umc.pitt.edu:16080/bulletins/archive/shrs/html/centers.htm
Centers, Institutes, Laboratories, And Clinics Each center, institute, laboratory, and clinic is listed under the name of the unit(s) with which writing Center. Arts and SciencesHealth Sciences-Law http://www.umc.pitt.edu:16080/bulletins/archive/fas/html/centers.htm
Extractions: The centers, institutes, laboratories and clinics listed are University of Pittsburgh or University affiliated organizations. They are either single or multidisciplinary in scope, and are generally involved in some combination of education, research, or service activities. Each center, institute, laboratory, and clinic is listed under the name of the unit(s) with which it is associated. University Centers and Institutes
Moritz College Of Law At The Ohio State University centers and clinics at the Moritz College of Law, The Ohio State University. Ms. Enns has also taught Legal writing and Analysis. Katherine Hunt Federle http://moritzlaw.osu.edu/centersandclinics/clinic_faculty.html
Welcome To Community Connection "Go Local" RuralCommunity Development, Grant writing, Economic Development, Youth Development,Ambulatory Care centers and clinics (top) http://www.communityconnection.org/ccver2/servlet/edu.missouri.oseda.ccv2.GoLoca
Programs / Centers career options, resume clinics and information on graduate schools. The writing Center is sponsored through the Liberal Arts College and the English http://liberalarts.unlv.edu/ctrs.html
Extractions: The Aging Center , creates a multi-disciplinary environment, bringing together scholars at UNLV interested in aging issues, which will strengthen and promote research and training on aging conducted at the university, and will serve as a dissemination point for knowledge on aging that may be of value to the local or wider research and policy communities. Barbara Hirshorn, Director The Wilson Advising Center supports all academic units within the College of Liberal Arts. They have full-time, professional advisors on staff who provide: academic advising, on-campus referrals, degree progress worksheets, tentative class scheduling, career options, resume clinics and information on graduate schools. Lea Sexton, Director
Extractions: Conference Calendar Alzheimer's Association. The Alzheimer's Association is a national, nonprofit organization with a network of local chapters that provide education and support for people diagnosed with AD, their families, and caregivers. Chapters offer referrals to local resources and services, and sponsor support groups and educational programs. Online and print publications are also available. Alzheimer's Association
First-Year Skills Program Publications Administration Library centers clinics Contact Us To that end, the Legal Research and writing Program at Boalt has undergone http://www.law.berkeley.edu/clinics/legalwriting/
Extractions: Fall In the fall semester, first-year JD students are enrolled in Law 202.1A, Legal Research and Writing. The course introduces students to the basics of the court system, how to read cases, locating and selecting precedent, and how to construct legal arguments. Our approach is a practical one: our aim is to teach students the skills they need to practice law at a high level. To that end, the Legal Research and Writing Program at Boalt has undergone major changes in the past few years. The program has been redesigned to provide more challenging assignments, more written feedback and the opportunity for hands-on research instruction. Most of the writing instruction takes place in students' "small section" modules, by full-time Legal Research and Writing faculty, all of whom have experience teaching and practicing law. In addition, two upper-level law student TAs are assigned to each module of first-year students to assist in providing individual feedback. In the fall, the program emphasizes predictive writing. Over the course of the semester, students prepare two 10-12 page legal memoranda in addition to other, shorter assignments. For each of the two major memo assignments students submit a draft, receive extensive comments, attend a one-on-one conference about their memo and then revise and submit a final version.