This concise handbook (Teachers College Press, July 2019), written by University Writing Program faculty Katie Arosteguy, Alison Bright and Brenda Rinard, prepares educators to write for the rhetorical situations they will face as students of education, and as preservice and practicing teachers. It provides clear and helpful advice for responding to the varying contexts, audiences, and purposes that arise in four written categories in education: classroom, research, credential and stakeholder writing. Readers learn about the scholarly and qualitative research processes prevalent in the field of education, and are encouraged to use writing to facilitate change that improves teaching and learning conditions.

Alison Bright is a continuing lecturer in the University Writing Program at the UC Davis and a teacher-consultant with the National Writing Project. She serves as the University California representative on the Advisory Board for the California Writing Project. Her research interests include: writing program administration; writing across the curriculum; writing centers; tutor preparation; teacher identity; and the professional development of teacher/writers.

Brenda Rinard is a lecturer in the University Writing Program. Her professional interests include rhetoric, genre theory and pedagogy, multilingual writing, and writing across the curriculum. She has presented her work at several conferences including College Composition and Communication, American Association of Applied Linguistics, Ethnography in Education, and Reading and Writing across the Curriculum. She recently completed work on a three-year Spencer-Teagle research grant (P.I. Chris Thaiss) that explored how to incorporate process writing into a large-enrollment lecture course in sociology at UC Davis. Her current research interests focus on how facilitating genre awareness may lead to workplace transfer.

Katie Arosteguy is a lecturer in the University Writing Program at UC Davis, where she has been teaching a variety of upper-division writing courses since 2011, including advanced composition, writing in education, writing in psychology, business writing, writing in the health professions, and legal writing. Her research interests include teacher preparation/education, k-12 literacy & tutor preparation, and rhetorical approaches to professional writing and writing in the disciplines.

View the book at Teachers College Press