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Dear Prospective Ed.D., Higher Education Strand Applicant:
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Ed.D. Program Direct or, Higher Education Strand

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Dear Student,
Pursuant to the Abraham S. Fischler College of Education (FCE) Student Grievance
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I:\FCM\Phyllis Harris\Forms\New Patient Pkg Components
UofL Department of Family & Geriatric Medicine
Dear New Patient,
Welcome to your University of Louisville Physicians Family practice! We
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UofL Family and Geriatric Medicine

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I will be out of the office from Tuesday, February 18 through Friday, February 21. I will have access to email and will reply if necessary. All other emails will be returned on Monday, February 24. Thank you!



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----XH;xvpn;rqr Disciplined Voices, Disciplined Feelings: Exploring Constraints and Choices in a Thesis Writing Circle, Kate Chanock, Sylvia Whitmore and Makiko Nishitani DOI: 37514/PER-B.2015.0674.2.08 Reflections 1. How Can the Text Be Everything? Reflecting on Academic Life and Literacies, Sally Mitchell talking with Mary Scott Section 2. Transforming the Work of Teaching Introduction to Section 2 Opening up The Curriculum: Moving from The Normative to The Transformative in Teachers' Understandings of Disciplinary Literacy Practices, Cecilia Jacobs DOI: 37514/PER-B.2015.0674.2.09 Writing Development, Co-Teaching and Academic Literacies: Exploring the Connections, Julian Ingle and Nadya Yakovchuk DOI: 37514/PER-B.2015.0674.2.10 Transformative and Normative? Implications for Academic Literacies Research in Quantitative Disciplines, Moragh Paxton and Vera Frith DOI: 37514/PER-B.2015.0674.2.11 Learning from Lecturers: What Disciplinary Practice Can Teach Us About "Good" Student Writing, Maria Leedham DOI: 37514/PER-B.2015.0674.2.12 Reflections 2. Thinking Critically and Negotiating Practices in the Disciplines, David Russell in conversation with Sally Mitchell Academic Writing in an ELF Environment: Standardization, Accommodation—or Transformation?, Laura McCambridge DOI: 37514/PER-B.2015.0674.2.13 "Doing Something that's Really Important": Meaningful Engagement as a Resource for Teachers' Transformative Work with Student Writers in the Disciplines, Jackie Tuck DOI: 37514/PER-B.2015.0674.2.14 The Transformative Potential of Laminating Trajectories: Three Teachers' Developing Pedagogical Practices and Identities, Kevin Roozen, Paul Prior, Rebecca Woodard and Sonia Kline DOI: 37514/PER-B.2015.0674.2.15 Marking the Boundaries: Knowledge and Identity in Professional Doctorates, Jane Creaton DOI: 37514/PER-B.2015.0674.2.16 Reflections 3. What's at Stake in Different Traditions? Les Littéracies Universitaires and Academic Literacies, Isabelle Delcambre in conversation with Christiane Donahue Section 3. Transforming Resources, Genres and Semiotic Practices Introduction to Section 3 Genre as a Pedagogical Resource at University, Fiona English DOI: 37514/PER-B.2015.0674.2.17 How Drawing Is Used to Conceptualize and Communicate Design Ideas in Graphic Design: Exploring Scamping Through a Literacy Practice Lens, Lynn Coleman DOI: 37514/PER-B.2015.0674.2.18 "There is a Cage Inside My Head and I Cannot Let Things Out", Fay Stevens DOI: 37514/PER-B.2015.0674.2.19 Blogging to Create Multimodal Reading and Writing Experiences in Postmodern Human Geographies, Claire Penketh and Tasleem Shakur DOI: 37514/PER-B.2015.0674.2.20 Working with Grammar as a Tool for Making Meaning, Gillian Lazar and Beverley Barnaby DOI: 37514/PER-B.2015.0674.2.21 Digital Posters—Talking Cycles for Academic Literacy, Diane Rushton, Cathy Malone and Andrew Middleton DOI: 37514/PER-B.2015.0674.2.22 Telling Stories: Investigating the Challenges to International Students' Writing Through Personal Narrative, Helen Bowstead DOI: 37514/PER-B.2015.0674.2.23 Digital Writing as Transformative: Instantiating Academic Literacies in Theory and Practice, Colleen McKenna DOI: 37514/PER-B.2015.0674.2.24 Reflections 4. Looking at Academic Literacies from a Composition Frame: From Spatial to Spatio-temporal Framing of Difference, Bruce Horner in conversation with Theresa Lillis Section 4. Transforming Institutional Framings of Academic Writing Introduction to Section 4 Transforming Dialogic Spaces in an "Elite" Institution: Academic Literacies, the Tutorial and High-Achieving Students, Corinne Boz DOI: 37514/PER-B.2015.0674.2.25 The Political Act of Developing Provision for Writing in the Irish Higher Education Context, Lawrence Cleary and Íde O'Sullivan DOI: 37514/PER-B.2015.0674.2.26 Building Research Capacity through an AcLits-Inspired Pedagogical Framework, Lia Blaj-Ward DOI: 37514/PER-B.2015.0674.2.27 Academic Literacies at the Institutional Interface: A Prickly Conversation Around Thorny Issues, Joan Turner DOI: 37514/PER-B.2015.0674.2.28 Reflections 5. Revisiting the Question of Transformation in Academic Literacies: The Ethnographic Imperative, Brian Street in conversation with Mary R. Lea and Theresa Lillis Resisting the Normative? Negotiating Multilingual Identities in a Course for First Year Humanities Students in Catalonia, Spain, Angels Oliva-Girbau and Marta Milian Gubern DOI: 37514/PER-B.2015.0674.2.29 Academic Literacies and the Employability Curriculum: Resisting Neoliberal Education?, Catalina Neculai DOI: 37514/PER-B.2015.0674.2.30 A Cautionary Tale about a Writing Course for Schools, Kelly Peake and Sally Mitchell DOI: 37514/PER-B.2015.0674.2.31 Reflections 6. "With writing, you are not expected to come from your home": Dilemmas of Belonging, Lucia Thesen AC Lits Say List of contributors About the Editors Theresa Lillis is Professor of English Language and Applied Linguistics at The Open University, UK. Her main research area is writing- student writing in higher education, scholarly writing for publication, professional social work writing and writing in grassroots political activity. She has authored and co-authored a number of books, including The Sociolinguistics of Writing (2013), Academic Writing in a Global Context (with Mary Jane Curry, 2010) and Student Writing: Access Regulation, Desire (2001). Kathy Harrington is Principal Lecturer in Educational Development at London Metropolitan University and Visiting Lecturer at the Tavistock Centre, London. Previously she was Academic Lead - Students as Partners, Higher Education Academy, and from 2005-2010 Director of Write Now, a cross-institutional initiative developing writing and assessment practice within disciplines (http://www.writenow.ac.uk). She is co-author (with Mick Healey and Abbi Flint) of Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education (2014). Mary Lea is an Honorary Associate Reader in Academic and Digital Literacies at the Open University, UK. She has researched and published widely in the field of academic literacies. Her more recent work is concerned with the relationship of the digital to knowledge making practices in the university across academic and professional domains. A recent co-edited volume, with Robin Goodfellow, Literacy in the Digital University: Critical Perspectives on Learning, Scholarship and Technology (2013) considers this emerging area of study. Sally Mitchell is Head of Learning Development at Queen Mary University of London, where in the early 2000s she established "Thinking Writing," a strand of development activity to support academic staff in exploring the uses of writing in their disciplines and their teaching (http://www.thinkingwriting.qmul.ac.uk). She is particularly interested in the ways in which writing development is thought about and positioned institutionally and in questions of who is responsible for students' learning through language. Publication Information: Lillis, Theresa, Kathy Harrington, Mary R. Lea, & Sally Mitchell (Eds.). (2015). Working With Academic Literacies: Case Studies Towards Transformative Practice. The WAC Clearinghouse; Parlor Press. httsp://doi.org/10.37514/PER-B.2015.0674 https://wac.colostate.edu/books/perspectives/lillis/ Web Publication Date: June 15, 2015. Print Publication Date: November 6, 2015. ISBN 9781642150674 (pdf) | 9781642150681 (epub) | 9781602357617 (pbk.) DOI 10.37514/PER-B.2015.0674 Contact Information: Theresa Lillis: theresa.lillis@open.ac.uk Kathy Harrington: k.harrington@londonmet.ac.uk Mary R. Lea: mary.lea@open.ac.uk Sally Mitchell: s.mitchell@qmul.ac.uk Perspectives on Writing Series Editors: Susan H. McLeod, University of California, Santa Barbara; Rich Rice, Texas Tech University Acrobat Reader DownloadThis book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in print at Parlor Press. Copyright © 2015 Theresa Lillis, Kathy Harrington, Mary R. Lea, and Sally Mitchell. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 440 pages, with notes, illustrations, and bibliographies. Available in print from Parlor Press or at any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. About the Clearinghouse The WAC Clearinghouse is an open-access, educational website supported by more than 125 contributors, institutional sponsors, and the Colorado State University Open Press as well as more than 180 volunteer editors, editorial staff members, reviewers, and editorial board members. Copyright on the materials on this site is held by the authors and editors who have contributed content to it (© 1997-2020). This site is published using the Mura CMS and the Lucee open-source CFML platform. Our Sponsors Colorado State University Department of English Colorado State University Open Press University of South Florida Department of English Contact Info mike.palmquist@colostate.edu Social Media Twitter LogoFollow us on Twitter Facebook LogoFind us on Facebook LinkedIn LogoVisit us on LinkedIn Share This Site Support Open-Access Publishing Our books, journals, and resources are made available through the dedicated volunteer efforts of the large group of scholars involved with the Clearinghouse. Nonetheless, we still incur costs, such as payments to copy editors and designers, software and server costs, and fees associated with obtaining ISBN numbers and DOIs. Please consider supporting our efforts through donations and sponsorships. https://wac.colostate.edu/books/perspectives/lillis/
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