first year composition from theory to practice lauer series in rhetoric and composition

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First Year Composition

Author : Deborah Coxwell-Teague
ISBN : 1602355193
Genre : Education
File Size : 54. 64 MB
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Responding to a widespread belief that the field of composition studies is less unified than it was in the late twentieth century, the editors have asked twelve well-known composition theorists to create detailed syllabi for a first-year composition course and then to explain their theoretical foundations. Each contributor discusses the major goals and objectives for their course, its major assignments, their use of outside texts, the role of reading and responding to these texts, the nature of classroom discussion, their methods of responding to student writing, and their assessment methods. Their twelve essays provide a window into these teachers' classrooms that will help readers, teachers, and writing program administrators appreciate the strengths of unity and diversity in rhetoric and composition as a field. The editors frame the twelve essays with an introductory chapter that identifies key moments in composition's history and a concluding chapter that highlights the varied and useful ways the contributors approach the common challenges of the first-year composition course. -- From publisher's website.

Strategies For Teaching First Year Composition

Author : Duane H. Roen
ISBN : UCSC:32106019556403
Genre : Education
File Size : 60. 40 MB
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Whether the new instructor of first-year composition looks forward to that first class period with anticipation, dread, or a mix of emotions, Strategies for Teaching First-Year Composition offers guidance, reassurance, and thoughtful commentary on the many activities leading up to and surrounding classroom instruction: What preparation do I need to teach first-year comp? How do I construct a syllabus? How do I develop effective writing assignments? Why am I teaching writing at all? And what's the place of writing in a university education? The texts included in this collection respond to these questions and many others with ideas, suggestions, and experiences from both veteran and new teachers. And because writing instruction takes place in a variety of educational contexts, readers will find chapters and suggestions written by instructors who teach in community colleges, liberal arts colleges, state university systems, and research institutions.--Publisher description.

Writing New Media

Author : Anne Wysocki
ISBN : 9780874214932
Genre : Language Arts & Disciplines
File Size : 55. 14 MB
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As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work. The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.

Agents Of Integration

Author : Rebecca S. Nowacek
ISBN : 9780809330485
Genre : Language Arts & Disciplines
File Size : 53. 45 MB
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The question of how students transfer knowledge is an important one, as it addresses the larger issue of the educational experience. In Agents of Integration: Understanding Transfer as a Rhetorical Act, Rebecca S. Nowacek explores, through a series of case studies, the issue of transfer by asking what in an educational setting engages students to become “agents of integration”— individuals actively working to perceive, as well as to convey effectively to others, the connections they make. While many studies of transfer are longitudinal, with data collected over several years, Nowacek’s is synchronous, a rich cross-section of the writing and classroom discussions produced by a team-taught learning community—three professors and eighteen students enrolled in a one-semester general education interdisciplinary humanities seminar that consisted of three linked courses in history, literature, and religious studies. With extensive field notes, carefully selected student and teacher self-reports in the form of interviews and focus groups, and thorough examinations of recorded classroom discussions, student papers with professor comments, and student notebooks, Nowacek presents a nuanced and engaging analysis that outlines how transfer is not simply a cognitive act but a rhetorical one that involves both seeing connections and presenting them to the instructors who are institutionally positioned to recognize and value them. Considering the challenges facing instructors teaching for transfer and the transfer of writing-related knowledge, Nowacek develops and outlines a new theoretical framework and methodological model of transfer and illustrates the practical implications through case studies and other classroom examples. She proposes transfer is best understood as an act of recontextualization, and she builds on this premise throughout the book by drawing from previous work in cognitive psychology, activity theory, and rhetorical genre theory, as well as her own analyses of student work. This focused examination complements existing longitudinal studies and will help readers better understand not only the opportunities and challenges confronting students as they work to become agents of integration but also the challenges facing instructors as they seek to support that student work.

College Writing And Beyond

Author : Anne Beaufort
ISBN : 9780874216639
Genre : Language Arts & Disciplines
File Size : 72. 64 MB
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Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings. In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it. Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.

Toward A Composition Made Whole

Author : Jody Shipka
ISBN : 9780822977780
Genre : Language Arts & Disciplines
File Size : 49. 49 MB
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To many academics, composition still represents typewritten texts on 8.5” x 11” pages that follow rote argumentative guidelines. In Toward a Composition Made Whole, Jody Shipka views composition as an act of communication that can be expressed through any number of media and as a path to meaning-making. Her study offers an in-depth examination of multimodality via the processes, values, structures, and semiotic practices people employ everyday to compose and communicate their thoughts. Shipka counters current associations that equate multimodality only with computer, digitized, or screen-mediated texts, which are often self-limiting. She stretches the boundaries of composition to include a hybridization of aural, visual, and written forms. Shipka analyzes the work of current scholars in multimodality and combines this with recent writing theory to create her own teaching framework. Among her methods, Shipka employs process-oriented reflection and a statement of goals and choices to prepare students to compose using various media in ways that spur their rhetorical and material awareness. They are encouraged to produce unusual text forms while also learning to understand the composition process as a whole. Shipka presents several case studies of students working in multimodal composition and explains the strategies, tools, and spaces they employ. She then offers methods to critically assess multimodal writing projects. Toward a Composition Made Whole challenges theorists and compositionists to further investigate communication practices and broaden the scope of writing to include all composing methods. While Shipka views writing as crucial to discourse, she challenges us to always consider the various purposes that writing serves.

Cross Talk In Comp Theory

Author : Victor Villanueva
ISBN : 0814109772
Genre : Language Arts & Disciplines
File Size : 77. 13 MB
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Stories Of Mentoring

Author : Michelle F. Eble
ISBN : 1602350736
Genre : Education
File Size : 24. 25 MB
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STORIES OF MENTORING: THEORY AND PRAXIS defines the current status of mentoring in the field of composition and rhetoric by providing both snapshots and candid descriptions of what that mentoring means to those working in the discipline. Seventy-eight Contributors offer a wide array of evidence and illustrations in an effort to define what mentoring entails, its important benefits and consequences, and its role in creating the future character of the field. Readers will find program descriptions and critiques, testimonials and personal anecdotes, copies of correspondence and e-mail messages, term projects and assignments, accounts of forged friendships and peer relationships (some good, some not-so-good), both new paradigms and familiar constructs for successful mentoring, tales of pregnancy and mothering, chronicles of both administrative nightmares and dream solutions, and inspiring stories revealing the character of those rare individuals who embody the term mentor. LYNEE LEWIS GAILLET is associate professor of rhetoric and composition at Georgia State University. She is Past-President of the Coalition of Women Scholars in the History of Rhetoric and Composition and Past-Executive Director of the South Atlantic Modern Language Association. Gaillet is the editor of SCOTTISH RHETORIC AND ITS INFLUENCES (1998) and author of essays addressing contemporary writing instruction and the history of rhetoric/writing practices in in JAC, The Journal of Basic Writing, Rhetoric Review, Issues in Writing, Rhetoric Society Quarterly, Composition Studies, Technical Communication Quarterly, The Journal of Teaching Writing, and English Journal. MICHELLE F. EBLE is associate professor of English and Director of Undergraduate Studies in the Department of English at East Carolina University. Her work on the influence of technology and rhetorical theory on writing practices and organizational cultures has appeared in Computers and Composition, Technical Communication, and Technical Communication Quarterly. LAUER SERIES IN RHETORIC AND COMPOSITION, Series Editors: Catherine Hobbs, Patricia Sullivan, Thomas Rickert, and Jennifer Bay

Personally Speaking

Author : Candace Spigelman
ISBN : 9780809325900
Genre : Education
File Size : 56. 37 MB
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Responding to contemporary discussion about using personal accounts in academic writing, Personally Speaking: Experience as Evidence in Academic Discourse draws on classical and current rhetorical theory, feminist theory, and relevant examples from both published writers and first-year writing students to illustrate the advantages of blending experiential and academic perspectives. Candace Spigelman examines how merging personal and scholarly worldviews produces useful contradictions and contributes to a more a complex understanding in academic writing. This rhetorical move allows for greater insights than the reading or writing of experiential or academic modes separately does. Personally Speaking foregrounds the semi-fictitious nature of personal stories and the rhetorical possibilities of evidence as Spigelman provides strategies for writing instructors who want to teach personal academic argument while supplying practical mechanisms for evaluating experiential claims. The volume seeks to complicate and intensify disciplinary debates about how compositionists should write for publication and what kinds of writing should be taught to composition students. Spigelman not only supplies evidence as to why the personal can count as evidence but also relates how to use it effectively by including student samples that reflect particular features of personal writing. Finally, she lays the groundwork to move narrative from its current site as confessional writing to the domain of academic discourse.

Teaching Composition Background Readings

Author : T. R. Johnson
ISBN : 9781319007478
Genre : Language Arts & Disciplines
File Size : 64. 35 MB
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Addressing the concerns of both first-year and veteran writing instructors, this collection includes 30 professional readings on composition and rhetoric written by leaders in the field, accompanied by helpful introductions and activities for the classroom. The new edition offers up-to-date advice on helping students avoid plagiarism, improving online instruction, blogging, and more.

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