Please
join Oakland University in welcoming Professor William Condon to
campus Tuesday, April 8, 2003 at 12 PM in 242
Elliott Hall . This event is open to the public at no charge, but the
lecture will be focused on helping instructors meet the challenge
of writing across the curriculum.
Bill Condon is a nationally known scholar in Rhetoric and Composition.
Professor Condon will address OU faculty on issues related to writing
across the curriculum, including its relation to general education,
program assessment, and technology.
Bill Condon has been
engaged with writing assessment as a Writing Program Administrator
at a wide variety of institutions—the University of Oklahoma,
Arkansas Tech University, the University of Michigan, and Washington
State University, where he is currently a Professor of English
and Director of Campus
Writing Programs and Professor of English. Co-author of Writing
the Information Superhighway and Assessing
the Portfolio: Principles for Theory, Practice, and Research,
Bill has also published articles in the areas of writing assessment,
program evaluation , and computers and writing. His current teaching
interests include graduate seminars in writing assessment and in
the theory and practice of teaching college composition; and undergraduate
courses in which he can apply some of the innovative uses of assessment
and computer-enhanced pedagogy that he has encountered over the
years.
Books
by Mr. Condon at the Kresge Library
Full-Text materials* provided by Kresge Library
- “The Near and Distant Futures of OWL and the Writing Center,”
in Taking
Flight with OWLs: Examining Electronic Writing Center Work,
Eds. James Inman and Donna Sewell. Mahwah, NJ. Erlbaum, 2000 (pages
211-22).
Articles and Book Chapters by Bill Condon available in
print in the Kresge Library
- “Teaching and Assessing Writing: Common Ground.”
Composition
Studies/Freshman English News 26 (Fall 1998): 83-96.
- “Don't Lower the River, Raise the Bridge: Preserving Standards
by Improving Students' Performances,” in The
Dialogic Classroom: Teachers Integrating Computer Technology,
Pedagogy, and Research, Eds. Jeffrey Galinand Joan Latchaw.
Urbana, IL. National Council of Teachers of English, 1998 (pages
92-105).
- “Questioning Assumptions about Portfolio-Based Assessment.”
(with Liz Hamp-Lyons) College
Composition and Communication v44 n2 (May 1993): 176-90.
- “Selecting Computer Software for Writing Instruction:
Some Considerations.” Computers
and Composition v10 n1 (Nov 1992): 53-56.
Other publications of interest by Mr. Condon
- “The Finger on the Pulse: Who Teaches Writing?”
in The WAC Casebook: Scenes for Faculty Reflection and Program
Development, Ed. Chris Anson. New York, NY. Oxford UP, 2002
(pages 96-99).
- “Opportunities for Consilience: Toward a Networked-Based
Model for Writing Program Administration,” in The Writing
Program Administrator as Theorist: Making Knowledge Work,
Eds. Shirley Rose and Irwin Weiser. Portsmouth, NH. Boynton/Cook--Heinemann,
2002 (pages 129-42).
- “Accommodating Complexity: WAC Program Evaluation in the
Age of Accountability,” (with Diane Kelly-Riley and Lisa
Johnson-Shull) in WAC for the New Millennium: Strategies for/of
Continuing Writing Across the Curriculum Programs, Eds. Susan
McLeod, Chris Thaiss, and Eric Miraglia. Urbana, IL: National
Council of Teachers of English, 2001.
- “Exploring the Difficult Cases: In the Cracks of Writing
Assessment,” (with Galen Leonhardy) in Beyond
Outcomes: Assessment and Instruction within a University Writing
Program, Ed. Richard Haswell. Westport, CT. Ablex, 2001 (pages
65-79).
- “Faculty Opinion and Experience: The Writing Portfolio,”
(with Fiona Glade, et al) in Beyond Outcomes: Assessment
and Instruction within a University Writing Program, Ed. Richard
Haswell. Westport, CT. Ablex, 2001 (pages 161-167).
- “Whither? Some Questions, Some Answers,” (with
Fiona Glade, et al) in Beyond Outcomes: Assessment
and Instruction within a University Writing Program, Ed. Richard
Haswell. Westport, CT. Ablex, 2001 (pages 191-205).
- “Virtual Space, Real Participation: Dimensions and Dynamics
of a Virtual Classroom,” in The Online Writing Classroom,
Ed. Susanmarie Harrington et al. Cresskill, NJ. Hampton,
2000 (pages 45-61).
- “Online Learning Environments: Previewing the Online Agora.”
Works and Days 17 & 18 (1999-2000), 487-498.
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