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Halasek, Kay

Works: 10 works in 23 publications in 1 language and 2,886 library holdings
Genres: Handbooks and manuals 
Roles: Author
Publication Timeline
Publications about Kay Halasek
Publications by Kay Halasek
Most widely held works by Kay Halasek
Landmark essays on basic writing ( Book )
5 editions published between 2001 and 2009 in English and held by 182 libraries worldwide
A brief guide to basic writing by Roger Dennis Cherry( Book )
2 editions published in 1993 in English and held by 20 libraries worldwide
Writing lives : reading communities ( Book )
1 edition published in 2000 in English and held by 7 libraries worldwide
Writing as action : composing in the university and beyond by Kay Halasek( Book )
1 edition published in 2008 in English and held by 3 libraries worldwide
The Subject Teacher : an Undergraduate Honors Thesis Studying This Teacher's Position Among "at-risk" Students by Matthew T Dingo( Book )
1 edition published in 1995 in English and held by 1 library worldwide
Feminism and Bakhtin : dialogic reading in the academy by Kay Halasek( Article )
1 edition published in 1998 in English and held by 1 library worldwide
The Scott, Foresman handbook for writers by Maxine Hairston( Book )
1 edition published in 1993 in English and held by 1 library worldwide
The ultimate writer's handbook
Moving from "community as teaching" to "community as learning" : a new framework for community in higher education and writing studies by Kaitlin M Clinnin( file )
1 edition published in 2017 in English and held by 1 library worldwide
Community is a concept with tremendous power in higher education and writing studies. For higher education institutions, community influences the purpose and method of education. Based on John Dewey’s work on the social nature of education and other histories of community-based education, higher education practitioners and theorists like Ernest Boyer and Vincent Tinto call for the university to embrace its identity as a community to better educate students. As a result of the “university as community” model, institutions have created curricular, co-curricular, and extracurricular programs like community-based education, living-learning communities, and community outreach to foster students’ sense of belonging to the institution. Furthermore, several studies have linked students’ sense of institutional community to increased student retention and graduation rates. Community is also a foundational concept in writing studies’ disciplinary scholarship and pedagogical practices. Based on social theories of writing, writing scholars and instructors implement collaborative pedagogical practices like peer review and class curriculum like writing across communities that simulate the community contexts of writing practices. Scholars also engage in community-based research into discursive communities, community engagement, and community literacies, among other forms. However, writing studies scholarship also complicates the idea of community, scholars like Joseph Harris argue that the focus on community obscures conflict or the power dynamics that are always present within groups. In spite of the critique presented by Harris, community is still present in the scholarship and pedagogical practice of writing studies ranging from conference themes, presentation titles and abstracts, research articles, teaching philosophies, and course syllabi. In spite of community’s omnipresence in higher education and writing studies, few studies critically examine the ideology of community and how this ideology manifests in institutional policies and pedagogical practices. Furthermore, the interactions among individual educators, disciplinary, and institutional ideologies of community also remains unexamined. For example, no studies examine how the disciplinary understanding of community in writing studies or institutional definitions and practices of community influence disciplinary scholarship or pedagogy. Three major assumptions inform community in higher education contexts: (1) institutional community is the result of administrative, curricular, and pedagogical actions, (2) students experience the institutional community as intended, and (3) community benefits student learning. I refer to these assumptions as the “community as teaching” framework. In practice, a “community as teaching” framework emphasizes the cultural and pedagogical practices that create community for instructors. Focusing on the teacher experience of community risks neglecting alternative community structures and community-building strategies that can enhance students’ learning. In this dissertation, I examine several sites in higher education and writing studies to reveal the “community as teaching” framework. Ultimately, I argue for higher education and writing studies practitioners to adopt a new framework of “community as learning.” A “community as learning” framework places student learning at the center of conversations about community in higher education settings
Writing II Rhetorical Composing [Selbstlernkurs] ( file )
1 edition published in 2011 in English and held by 1 library worldwide
Writing II engages you in a series of interactive reading, research, and composing activities along with assignments designed to help you become a more effective consumer and producer of alphabetic, visual and multimodal texts
Alternative Names
Halasek, Evonne K.
Halasek, Evonne K. 1959-
English (14)
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