Inwe published an article in College Composition and Communication CCC that said, in essence, that writing studies is a field with declarative knowledge, and we need to be directly teaching that knowledge in our first-year composition courses. Charlton writes, "Students were engaged and were developing research questions and projects that rivaled my on senior-level composition theory class, both in terms of complexity and overall quality of finished products.
As public perception often shapes public policy, this uninformed view of composition as a legitimate field of study has contributed to a lack of funding and emphasis on composition classes in academia.
After all, it tends to be helpful to have teaching and learning resources that closely match pedagogical strategies.
People who work with texts and are familiar with genres and conventions in a variety of disciplines, professions, and civic pursuits bring an abundance of expertise to the table as writing teachers, but they can do so more effectively if they are directly familiar with some of the research about writing.
In addition, each chapter ends with two or three extensive writing assignments, many of which require students to apply ideas from the chapter to experiential or community-based research, in forms such as an autoethnography, a literacy narrative, and a discourse community ethnography.
A composition reader that answers the call of those who have adopted—or are ready to adopt—Writing-about-Writing WAW pedagogies for first-year composition.
Sites, Issues, and Perspectives Ed. But by getting more comfortable and pointing out observations, newcomers start to be accepted by the old timers.
They wanted to clear any misconseptions students or readers may have had about FYC writings. How does writing work?
In other words, why not give students the same frameworks for analysis and the same access to research about how texts work that we have? Bedford Bits, 20 Jan Jan Meyer and Ray Land. This is not some specialized or niche or boutique approach to composition; it is simply an acknowledgement that we are a field and we know things and should teach them.
Staffing writing-about-writing courses remains no less tricky a question now than it was in Rather, it promises to help students understand some activities related to written scholarly inquiry by demonstrating the conversational and subjective nature of scholarly texts.
What do you think about what Downs and Wardel stated in this article? While we believe writing studies has threshold concepts, they have not so far been named explicitly.
How Do You Write? While these were different types of students who had different learning outcomes, both stories illustrate the flexible nature of WAW and how this type of course can be tailored towards individual student needs.The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, Bedford/mi-centre.com's blog for.
Teaching about Writing, Righting Misconceptions: DOWNS AND WARDLE / TEACHING ABOUT WRITING. largely ignored the implications of this research and theory and continued to couraging more realistic understandings of writing. In this article, we explore and theorize the connection between writing.
Mar 31, · In Writing about Writing, that scaffolding appears in many forms: an introductory chapter that explains the approach of the book and uses a few articles to help prepare students to read scholarly writing; student-friendly introductions to each chapter as well as to each article; the framing questions mentioned above; and the inclusion of.
Downs and Wardel Summary Draft In this article Downs and Wardel reported that studys show that “teachings how to to write “ in college should be suggestedly changed to “ learning ABOUT writing”. Elizabeth Wardle Identity Authority And Learning To Write In Fold Unfold.
Table of Contents Analysis: Summary: Elizabeth Wardle’s main point in her article “Identity, Authority, and Learning to write in New Workplaces” argues the importance of identity and authority and how these things affect us when writing in a workplace.
The article includes an extensive review of reading-writing literature that itself is extremely valuable for those looking to understand how influencing student conceptions of reading and writing can influence the ways students actually accomplish these.Download