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Coogan, David

Overview
Works: 11 works in 27 publications in 2 languages and 1,516 library holdings
Genres: History 
Roles: Author, Animator
Classifications: P301.5.P67, 320.014
Publication Timeline
Key
Publications about David Coogan
Publications by David Coogan
Most widely held works by David Coogan
The public work of rhetoric : citizen-scholars and civic engagement by John Ackerman( Book )
9 editions published between 2010 and 2013 in English and Undetermined and held by 280 libraries worldwide
The Public Work of Rhetoric presents the art of rhetorical techné as a contemporary praxis for civic engagement and social change, which is necessarily inclusive of people inside and outside the academy. In this provocative call to action, editors John M. Ackerman and David J. Coogan, along with seventeen other accomplished contributors, offer case studies and criticism on the rhetorical practices of citizen-scholars pursuing democratic ideals in diverse civic communities—with partnerships across a range of media, institutions, exigencies, and discourses. Challenging conventional research methodologies and the traditional insularity of higher education, these essays argue that civic engagement as a rhetorical act requires critical attention to our notoriously veiled identity in public life, to our uneasy affiliation with democracy as a public virtue, and to the transcendent powers of discourse and ideology. This can be accomplished, the contributors argue, by building on the compatible traditions of materialist rhetoric and community literacy, two vestiges of rhetoric's dual citizenship in the fields of communication and English. This approach expresses a collective desire in rhetoric for more politically responsive scholarship, more visible impact in public life, and more access to the critical spaces between universities and their communities
Electronic writing centers : computing the field of composition by David Coogan( Book )
9 editions published between 1995 and 1999 in English and held by 210 libraries worldwide
"Against the idea of the writing center as a fix-it shop and the computer as a teaching machine, Coogan theorizes the electronic writing center as a dialogic space where students and tutors learn to value those off-stage voices and contradictory impulses that inform their writing. By connecting e-mail tutoring with similar practices in the classroom, Coogan challenges us not only to imagine new roles for computers in the writing center but to implement a new practice of dialogic literacy in the discipline of Composition."--Jacket
Writing our way out : memoirs from jail ( Book )
1 edition published in 2016 in English and held by 20 libraries worldwide
The applicability of computer programs to uranium drill hole data by David Coogan( Archival Material )
1 edition published in 1980 in English and held by 1 library worldwide
Towards a Rhetoric of on-Line Tutoring by David Coogan( Book )
1 edition published in 1994 in English and held by 1 library worldwide
Electronic mail-based tutoring of undergraduate writing students upsets the temporal basis of the face-to-face paradigm for writing tutorials. Taking place in real time in a specified place, the face-to-face tutorial session has a beginning, middle and end. Further, the session must have a tangible point. By contrast, in on-line tutoring, time is boundless; the power dynamics of tutoring is changed, and the text itself is decentered. Such a system fosters an informal dialogue at the level of ideas instead of personality. Without the distracting elements of personality, computer mediated discourse establishes a more egalitarian atmosphere. The catch-all theory is that the paper-bound environment creates vertical relationships while the paperless environment creates horizontal relationships, precisely because the student's "property" (in the paperless environment) is disembodied, less clearly marked. In a electronically based exchange, the teacher asks the student, implicitly or explicitly, to re-envision his or her writing, to use writing to improve his or her writing. The pedagogical idea is to encourage students to write by telling them how their words affected the teacher while he or she read them, to give them what Peter Elbow calls a "movie of the mind." The goal of electronic-based tutoring must never be to fix meaning on the page but to engage meaning in a dialectic. Ambiguity is a must, as are open texts. (Tb)
Les veilleurs de l'histoire ( visu )
1 edition published in 1999 in French and held by 1 library worldwide
Les veilleurs de l'histoire ( visu )
1 edition published in 1999 in French and held by 1 library worldwide
Occupational relevance of high school graduation for emotionally disturbed adolescents by Henry K Kaplan( Book )
1 edition published in 1973 in English and held by 1 library worldwide
Refiguring the Ph. D. in English studies : writing, doctoral education, and the fusion-based curriculum by Stephen M North( Book )
1 edition published in 2000 in English and held by 1 library worldwide
This wide-ranging analysis of doctoral education in English Studies challenges readers to reconsider their assumptions about how English Ph.D. programs came to be, what purposes they serve, and what they might become--what they ought to become--in the 21st century. Section I traces the first century of English doctoral education in the American university, from its German origins to the "crisis of disciplinary and professional identity" that precipitated the 1987 Conference on Graduate Study and the Future of Doctoral Studies in English. Section ii examines one programmatic response to that crisis, the State University of New York at Albany's "Writing, Teaching, and Criticism," with a particular emphasis on the program's determination to reintegrate the field's increasingly disparate specializations. Section iii turns back to the broader professional and disciplinary scene to consider the implications of such a "fusion-based" curriculum: to consider why this curricular model represents the best available option for both doctoral education and the entire enterprise of English Studies. Chapters in the book are: (1) "Establishing the Tradition: 1876-1950"; (2) "Lehrfreiheit, Lernfreiheit, and the Magisterial Curriculum"; (3) "Expansion, Contraction, and the (Surp)Rise of Heterogeneity (1950-1990)"; (4) "The Crisis of Identity in English Studies and the Demise of the Magisterial Curriculum"; (5) "Albany's Ph.D. in English Studies: 'Writing, Teaching, and Criticism'"; (6) "Writing to Get Situated: Learning to Stage a Reading"; (7) "Charting Courses (1): Extended Work in a Preferred Mode"; (8) "Charting Courses (2): (Re)Combinatory Writings"; (9) "Writing beyond Coursework: The Qualifying Examination and the Dissertation"; and (10) "The Fusion-Based Curriculum for an English Studies in Transition." Contains 120 references. (Rs)
 
Languages
English (23)
French (2)
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