And I wonder how differently our students might understand writing if they had similar opportunities.
Stuart Greene, Argument as Conversation: In an article titled "Seeing is Believing: Bedford also offers a host of online resources that both students and teachers can access.
Doug and I are arguing that composition instructors should refuse to separate knowledge about writing from practice in writing and some instruction on how to complete the writing tasks at hand.
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. How do you make yourself heard as college writer.
Carter points out instructors only account for a small portion of the composition community, and therefore disagreement is common and "often in fundamental ways. Laurie McMillan It is here at last.
Doug and I are arguing that composition instructors should refuse to separate knowledge about writing from practice in writing and some instruction on how to complete the writing tasks at hand. The authors also argue that Downs and Wardle fail to position themselves into an ongoing conversation in the same way they advocate for in WAW.
This was my first time teaching this course, and only the second time I've ever taught, so this was undoubtedly my fault.
Earning the condemnation of an entire department is bracing-and ironic when the scholarship of some of the signatories — for me, Schwegler and Shamoon — planted seeds of ideas they find unworkable.
In regards to the criticism that first-year writing students will have a difficult time comprehending readings that are also taught to graduate students, Downs states that it's an "admirable goal" of writing programs to support this kind of learning, and cutting first-year students off from this type of learning is "unnecessarily limiting.
Downs and Wardle expanded have produced an accompanying textbook, Writing about Writing: Repeat Steps 2 and 3 as Needed.
In an article titled "Seeing is Believing: Utah State UP, forthcoming. In her article "Writing about Writing in Basic Writing ," Shannon Carter explains "a writing-about-writing approach foregrounds research in writing and related studies by asking students to read and discuss key research in the discipline and contribute to the scholarly conversation themselves.
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. Downs and Wardle write "rather than purporting to teach students 'academic writing' and claiming to prepare them for writing in their disciplines, the course teaches students what we as a field have learned about writing as an object of study.
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.
After all, it tends to be helpful to have teaching and learning resources that closely match pedagogical strategies. WAW pedagogies take many forms, but in every manifestation, writing is featured not only as a means of learning and communicating, but also as a field of study, effectively resolving the recurring question of what content belongs in the composition classroom.
Kutney also argues that an increased awareness of writing studies may result in students becoming more comfortable with validating their insufficiencies as a writer because they now recognize the difficulties expert writers have, and not because they now comprehend "the nuances of the composing process.
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. Some might mourn the lack of full definitions and explanations common to composition rhetorics regarding such concepts as classical rhetoric, Rogerian argument, Toulmin logic, and so forth or might supplement the text with attention to peer review, writing style, or genre conventions.
They list several reasons as to why WAW is a "smart choice" in terms of an approach to teaching first-year composition: And I wonder how differently our students might understand writing if they had similar opportunities.
They list several reasons as to why WAW is a "smart choice" in terms of an approach to teaching first-year composition: In Writing about Writing, that scaffolding appears in many forms: A mixture of selected readings from both scholars, authors, and students are provided, as well as various activities and discussion questions associated with the readings.
Elizabeth Wardle is Professor and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University (OH).
She was Chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF), and Director of Writing Programs at UCF and University of lanos-clan.coms: Writing about Writing: A College Reader Third Edition. He continues to work extensively with Elizabeth Wardle on writing-about-writing pedagogies and is currently studying problems of researcher authority in undergraduate research in the humanities." Read more.
Product details /5(46).
Douglas Downs and Elizabeth Wardle Teaching about Writing, Righting Misconceptions: (Re)Envisioning “First-Year Composition” as “Introduction to Writing Studies” DOWNS AND WARDLE / TEACHING ABOUT WRITING.
sists primarily of syntactic and mechanical concerns; and. Adler-Kassner, Linda, and Elizabeth Wardle, eds. Naming What We Know: Threshold Concepts of Writing Studies.
Utah State University Press, Utah State University Press, Winner, WPA Outstanding Contribution to the Discipline award. About the Author. Elizabeth Wardle is Professor and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University (OH).
She was Chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF), and Director of Writing /5(95).
Elizabeth Wardle is an associate professor and the Director of Writing Programs at the University of Central Florida. Her research interests center on genre theory, transfer of writing-related knowledge, and infusing composition classrooms with the field's best understandings of how writing works.Elizabeth wardle writing about writing