First Year Composition

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 ...

Author: Deborah Coxwell-Teague

Publisher:

ISBN: 1602355185

Category: Education

Page: 422

View: 219

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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.

First Year Composition

As director of the First-Year Writing Program, I know I need to structure a
consistent and coherent program. At the same time, I want to maintain individual
instructor innovation. I do this via shared outcomes across all sections. In addition
to the ...

Author: Deborah Coxwell-Teague

Publisher: Parlor Press LLC

ISBN: 9781602355217

Category: Language Arts & Disciplines

Page: 422

View: 814

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First-Year Composition: From Theory to Practice’s combination of theory and practice provides readers an opportunity to hear twelve of the leading theorists in composition studies answer, in their own voices, the key question of what it is they hope to accomplish in a first-year composition course. In addition, these chapters, and the accompanying syllabi, provide rich insights into the classroom practices of these theorists.

Working Toward Racial Equity in First Year Composition

Who gets to interpret what those stories and words mean in our first-year
composition classrooms: you or the students?? Whose ... Who and what is really
dominant and centered in our firsts-year composition classrooms? How might we,
as ...

Author: Renee DeLong

Publisher: Routledge

ISBN: 9780429944758

Category: Education

Page: 156

View: 428

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This book presents the authors’ attempts to interrogate the ways that white institutional, pedagogical, and curricular heteronormativity affects equity in writing instruction at Two Year Colleges. Written from a wide range of subject and identity positions, this volume explores issues that arise among students inside historically white-dominant classrooms, among faculty as curriculum and hiring decisions are made, and among colleagues when they attempt to engage the wider institution in equity work. Aiming to significantly change how urban Community College writing instruction is delivered in this country, the book operates on the principle that equity is essential to successful writing pedagogy, curricular development, and student success.

Beyond the Frontier Volume II

This collection of essays is a compilation of the latest research in first-year composition, including pedagogy, praxis, debate, and assessment.

Author: Jill Dahlman

Publisher: Cambridge Scholars Publishing

ISBN: 9781527521339

Category: Language Arts & Disciplines

Page: 310

View: 498

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This collection of essays is a compilation of the latest research in first-year composition, including pedagogy, praxis, debate, and assessment. Originally begun as a collection of panel presentations from the Rocky Mountain Modern Language Association annual conference, it has since evolved to include innovative pedagogy regardless of presentation status. The book is divided into presentation “panels,” in order to present the reader with innovative pedagogy and thought-provoking conversations concerning the first-year classroom, assessment, and pedagogy. It will benefit anyone who studies or engages with first-year composition, including graduate students, instructors, and administration.

Motivational Theory and First year Composition

fostering students ' motivation to write should be a goal of every composition
teacher To continue to foster first - year students ' motivation to write and to
provide students the opportunity to positively change their learning pictures , the
 ...

Author: Mark Sidey

Publisher:

ISBN: IND:30000067787717

Category:

Page: 186

View: 833

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Creating a Transnational Space in the First Year Writing Classroom

This volume joins the more recent shift in pedagogical studies towards an altogether distinct phenomenon: transnationalism.

Author: W. Ordeman

Publisher: Vernon Press

ISBN: 9781648892042

Category: Reference

Page: 187

View: 706

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During the first twenty years of the new millennium, many scholars turned their attention to translingualism, an idea that focuses on the merging of language in distinct social and spatial contexts to serve unique, mutually constitutive, and temporal purposes. This volume joins the more recent shift in pedagogical studies towards an altogether distinct phenomenon: transnationalism. By developing a framework for transnational pedagogical practice, this volume demonstrates the exclusive opportunities afforded to freshmen writers who write in transnational spaces that act as points of fusion for several cultural, lingual, and national identities. With reference to recent works on translingualism and transnationalism, this volume is an attempt to conceptualize effective writing pedagogy in freshman writing courses, which are becoming more and more transnational. It also provides educators and first year writing administrators with practical pedagogical tools to help them use their transnational spaces as a means of achieving their desired learning outcomes as well as teaching students threshold concepts of composition studies. This volume will be particularly useful for first year writing faculty at colleges and universities as well as writing program administrators to create a more effective curriculum that addresses these needs in classroom settings. All scholars with a doctorate in Rhetoric and Composition, English as a Second Language, Translation Studies, to name a few, will also find this a valuable resource.

Intellectual Creativity in First Year Composition Classes

Building on the work of Tom Romono, Nancy Mack, Camille Allen, Sirpa Grierson, Melinda Putz (and others), Burns and MacBride set out to determine if a multigenre research project could better teach their students research, writing, and ...

Author: Heidi Wall Burns

Publisher: Rowman & Littlefield

ISBN: 9781475824971

Category: Education

Page: 156

View: 499

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Today’s first year composition classrooms are largely reflective of the writing pedagogy that has been used for the last 200 years. Unfortunately, this methodology does not meet the research or writing needs of today’s college and university students. Burns and MacBride were determined to make their first year composition courses more relevant to their students and sought a way to revolutionize their syllabus to do so. Building on the work of Tom Romono, Nancy Mack, Camille Allen, Sirpa Grierson, Melinda Putz (and others), Burns and MacBride set out to determine if a multigenre research project could better teach their students research, writing, and critical thinking skills than a traditional research-based essay. The findings of their semester-long study indicated that not only does a MGRP teach these skills, but it far surpasses a traditional essay in teaching engagement, intellectual creativity, and transferable writing skills. Burns and MacBride demonstrate two different ways to integrate a multigenre research project into the college composition classroom.

Teaching Information Literacy and Writing Studies

This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses.

Author: Grace Veach

Publisher: Purdue University Press

ISBN: 9781612495477

Category: Language Arts & Disciplines

Page: 310

View: 214

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This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.

First Year University Writing

First-Year Writing describes significant language patterns in college writing today, how they are different from expert academic writing, and how to inform teaching and assessment with corpus-based linguistic and rhetorical genre analysis.

Author: L. Aull

Publisher: Springer

ISBN: 9781137350466

Category: Education

Page: 239

View: 787

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First-Year Writing describes significant language patterns in college writing today, how they are different from expert academic writing, and how to inform teaching and assessment with corpus-based linguistic and rhetorical genre analysis.

Dialogue on Writing

Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap.

Author: Geraldine DeLuca

Publisher: Routledge

ISBN: 9781135647513

Category: Language Arts & Disciplines

Page: 504

View: 966

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Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body. As such, it is equally relevant for teacher training in basic writing, ESL, and first year composition, the premise being that in most colleges and universities today teachers of each of these types of courses encounter similar student populations and teaching challenges. Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap. It includes in one volume: *the latest thinking about teaching and tutoring basic writing, ESL, and first year composition students; *seminal articles, carefully selected to be accessible to those new to the field, by classic authors in the field of composition and ESL, as well as a number of new voices; *attention to both theory and practice, but with an emphasis on practice; and *articles about non-traditional students, multiculturalism, and writing across the disciplines. The text includes suggestions for pedagogy and invitations for exploration to engage readers in reflection and in applications to their own teaching practice.

Beyond the Frontier Volume III

In these quickly changing times, this volume re-imagines the classroom after COVID-19. No one could have fathomed the multiple ways education would change when the country first entered into the pandemic in March, 2020.

Author: Jill Dahlman

Publisher: Cambridge Scholars Publishing

ISBN: 9781527564336

Category: Language Arts & Disciplines

Page: 232

View: 863

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In these quickly changing times, this volume re-imagines the classroom after COVID-19. No one could have fathomed the multiple ways education would change when the country first entered into the pandemic in March, 2020. In this regard, this volume offers pedagogy that will create teaching opportunities in both virtual and physical classrooms. Ideas are meant to be shared and evolve into methods that work for both teachers and pupils.

Reconceiving Writing Rethinking Writing Instruction

This volume is the first to explicitly focus on the gap in the theory and practice that has emerged as a result of the field's growing professionalization.

Author: Joseph Petraglia

Publisher: Routledge

ISBN: 9781136689222

Category: Language Arts & Disciplines

Page: 296

View: 642

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To a degree unknown in practically any other discipline, the pedagogical space afforded composition is the institutional engine that makes possible all other theoretical and research efforts in the field of rhetoric and writing. But composition has recently come under attack from many within the field as fundamentally misguided. Some of these critics have been labelled "New Abolitionists" for their insistence that compulsory first-year writing should be abandoned. Not limiting itself to first-year writing courses, this book extends and modifies calls for abolition by taking a closer look at current theoretical and empirical understandings of what contributors call "general writing skills instruction" (GWSI): the curriculum which an overwhelming majority of writing instructors is paid to teach, that practically every composition textbook is written to support, and the instruction for which English departments are given resources to deliver. The vulnerability of GWSI is hardly a secret among writing professionals and its intellectual fragility has been felt for years and manifested in several ways: * in persistently low status of composition as a study both within and outside of English departments; * in professional journal articles and conference presentations that are growing both in theoretical sophistication and irrelevance to the composition classroom; and * in the rhetoric and writing field's ever-increasing attention to nontraditional sites of writing behavior. But, to date, there has been relatively little concerted discussion within the writing field that focuses specifically on the fundamentally awkward relationship of writing theory and writing instruction. This volume is the first to explicitly focus on the gap in the theory and practice that has emerged as a result of the field's growing professionalization. The essays anthologized offer critiques of GWSI in light of the discipline's growing understanding of the contexts for writing and their rhetorical nature. Writing from a wide range of cognitivist, critical-theoretical, historical, linguistic and philosophical perspectives, contributors call into serious question basic tenets of contemporary writing instruction and provide a forum for articulating a sort of zeitgeist that seems to permeate many writing conferences, but which has, until recently, not found a voice or a name.

Beyond the Frontier

The purpose of the book is to present the reader with innovative methods and techniques for incorporation into the first-year composition classroom, or simply to provide food for thought - passing the torch, as it.

Author: Jill Dahlman

Publisher: Cambridge Scholars Publishing

ISBN: 9781443883931

Category: English language

Page: 250

View: 643

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Contribute a Verse

Contribute a Verse: A Guide to First Year Composition combines a composition rhetoric manual with grammar and documentation instruction and resources.

Author: Tanya Long Bennett

Publisher: University of North Georgia

ISBN: 1940771218

Category: Language Arts & Disciplines

Page: 312

View: 944

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Contribute a Verse: A Guide to First Year Composition combines a composition rhetoric manual with grammar and documentation instruction and resources. The textbook also includes a glossary of pertinent terms and ancillary instructor resources.

Strategies for Teaching First year Composition

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.

Author: Duane H. Roen

Publisher: National Council of Teachers

ISBN: UCSC:32106019556403

Category: Education

Page: 626

View: 561

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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.

Discoursal Self Perception and Construction in First Year Composition Courses

Abstract: This thesis looks at how the writing that students perform in first year composition courses affects their perceptions of themselves as people and as students.

Author: Michael Koger

Publisher:

ISBN: 1267470704

Category: College students

Page: 156

View: 464

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Abstract: This thesis looks at how the writing that students perform in first year composition courses affects their perceptions of themselves as people and as students. As students enter the university, they learn how to write in the style befitting of the university and their fields of study. This thesis is concerned with how students adapt to and acquire the discourse of the university. Students whose first language is not English may have a particular difficulty acquiring academic discourse. After researching the field of literature concerning this area of study, a survey was issued to students in first year composition courses at El Camino College, Long Beach City College and California State University, Long Beach. This thesis looks at the results and implications of the surveys in comparison with the research done by scholars in the field.

Teaching Writing in High School and College

CSU , Chico ' s first - year writing program is based on theories of literacy that
identify writing as a practice as opposed to a series of “ skills ” that must be
mastered . Reading and writing are not seen as having an absolute value ; the
practice of ...

Author: Thomas C. Thompson

Publisher: National Council of Teachers

ISBN: STANFORD:36105112783654

Category: Education

Page: 243

View: 934

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Explores what teachers can do to prepare high school students to write effectively in college and presents fifteen narratives and studies suggesting that secondary and postsecondary partnerships can significantly improve students' ability to succeed at college-level writing tasks.