The AHU Faculty Scholarship Collection presents the publications authored by AHU Faculty. The collection includes publications from across faculty members' careers, including both works written during their time and AHU and works written before they joined the university.
Browsing AHU Faculty Scholarship by Author "Austin, Sara"
(The CEA Forum, 2018-11-16)
Austin, Sara; Bommarito, Daniel V.; Garskie, Lauren; Moreland, Kelly A.; Nickoson, Lee; Saenz, Marshall
Drawing on the unique perspective and experiences of each author, we describe in detail various elements of what we have come to call the Writing Resource Initiative (WRI), a label given to a set of interconnected projects tied to way writing is studied, taught, learned, and lived at our institution. More specifically, the WRI is a student-led, collaborative effort aiming to enhance the visibility of writing and rhetoric at a large midwestern research university. The purposes and structure of the WRI are evolving, but there are two primary goals at present: (1) to support various initiatives taking place within a newly structured writing program and (2) to forge meaningful relationships with campus partners beyond the writing program itself.
In this chapter, Austin foregrounds the concept of genre in the college writing classroom, expanding her scope beyond the traditional rhetoric of argument and persuasion central to most first-year writing courses. In doing so, she mobilizes an invitational rhetoric tradition, which Sonja J. Foss, and Cindy L. Griffin define as “an invitation to understanding as a means to create a relationship rooted in equality, immanent value, and self-determination… [It] constitutes an invitation to the audience to enter the rhetor’s world and see it as the rhetor does” (5). Austin highlights this focus on genre and form with Elizabeth Losh and Jonathan Alexander’s Understanding Rhetoric: A Graphic Guide to Writing, a graphic novel-format composition textbook, used in conjunction with The Bedford Guide to Genres, a combination that works to emphasize the wealth of possibilities and student agency engaged in choosing their form, critically considering genre, and embracing the combination of text, image, and multimodality possible within our contemporary academic writing context.