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

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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.

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: 990

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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.

Working Toward Racial Equity in First Year Composition

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.

Author: Renee DeLong

Publisher: Routledge

ISBN: 9780429944758

Category: Education

Page: 156

View: 705

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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: 670

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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.

First Year Composition

We had been acquaintances for many years, having been introduced to each ... of in our discipline, teach—or would teach—first-year composition courses.

Author: Deborah Coxwell-Teague

Publisher: Parlor Press LLC

ISBN: 9781602355217

Category: Language Arts & Disciplines

Page: 422

View: 115

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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.

Intellectual Creativity in First Year Composition Classes

A couple of semesters ago, Heidi Wall Burns, a seasoned first-year composition instructor, was reviewing her student evaluations from the previous semester.

Author: Heidi Wall Burns

Publisher: Rowman & Littlefield

ISBN: 9781475824971

Category: Education

Page: 156

View: 346

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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.

Empowering the Community College First Year Composition Teacher

First-Year. Composition. at. SLCC. and. Rhetorical. Flexibility. Salt Lake Community College is a comprehensive institution serving a diverse student ...

Author: Meryl Siegal

Publisher: University of Michigan Press

ISBN: 9780472129003

Category: Education

Page: 328

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Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.

Conceding Composition

The book considers the rhetorical, political, organizational, institutional, and promotional options conceding composition opened up for institutions of higher education and considers what the first-year course and the discipline might look ...

Author: Ryan Skinnell

Publisher: University Press of Colorado

ISBN: 9781607325055

Category: Language Arts & Disciplines

Page: 208

View: 208

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First-year composition became the most common course in American higher education not because it could “fix” underprepared student writers, but because it has historically served significant institutional interests. That is, it can be “conceded” in multiple ways to help institutions solve political, promotional, and financial problems. Conceding Composition is a wide-ranging historical examination of composition’s evolving institutional value in American higher education over the course of nearly a century. Based on extensive archival research conducted at six American universities and using the specific cases of institutional mission, regional accreditation, and federal funding, this study demonstrates that administrators and faculty have introduced, reformed, maintained, threatened, or eliminated composition as part of negotiations related to nondisciplinary institutional exigencies. Viewing composition from this perspective, author Ryan Skinnell raises new questions about why composition exists in the university, how it exists, and how teachers and scholars might productively reconceive first-year composition in light of its institutional functions. The book considers the rhetorical, political, organizational, institutional, and promotional options conceding composition opened up for institutions of higher education and considers what the first-year course and the discipline might look like with composition’s transience reimagined not as a barrier but as a consummate institutional value.

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: 306

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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.

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: 290

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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.

Proposing a Purpose

First Year Composition (FYC) instructors are often left to puzzle out the larger meaning of the most ubiquitous course in our field for themselves; consequently, goals for the course are frequently selected by the instructor, and are not ...

Author: Lauren E. Johnson

Publisher:

ISBN: OCLC:609572391

Category: Electronic dissertations

Page: 34

View: 184

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First Year Composition (FYC) instructors are often left to puzzle out the larger meaning of the most ubiquitous course in our field for themselves; consequently, goals for the course are frequently selected by the instructor, and are not always most effective for laying a groundwork of lifelong learning and education, or paideia. This lack of clear and unifying goals for the course is illustrated by a piece of 2005 scholarship that points to multiple focuses for FYC, each different in its values and aims. FYC is an important course for students, not only because it is one of only a few writing courses students must take, but also because it is often required as part of a general education core. Because it is such an important course, it is imperative that we identify a unified set of goals for FYC--a set of goals that work toward a larger goal of paideia, or preparation for lifelong learning and citizenship. Some well-received and recently popularized approaches to the course try and fail to meet this criteria of enhancing students' pursuit of paideia, namely goals of teaching course-specific genres and general writing skills. Rather than continuing in these problematic to FYC, we must adopt a rhetorical paideia focus and seek to achieve the goals of rhetorical paideia in our courses. We must help students gain insights, through their development as writers, into their world (phronesis) and themselves (self knowledge), and FYC is the vehicle through which we can accomplish these goals.

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: 727

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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.

Teaching College Composition

Composition directors often have little time to prepare new instructors in methods of teaching writing and to forewarn them of the many daily problems that arise in this challenging work.

Author: William Murdick

Publisher: Jain Publishing Company

ISBN: 9780875731056

Category: Education

Page: 148

View: 230

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Composition directors often have little time to prepare new instructors in methods of teaching writing and to forewarn them of the many daily problems that arise in this challenging work. Teaching College Composition, which can be read in a weekend, goes a long way toward meeting those ends. It provides information on twenty-six topics, from issues of class conduct to methods of critiquing papers to ways of evaluating student work. It also provides approaches to six of the most common writing assignments in first-year composition. Teaching College Composition can also serve as a supplemental text for a teaching of writing course, providing an element of "street knowledge" to the theoretical content.

Harcourt Brace Guide to Teaching First Year Composition

This text is designed for teachers of writing at all levels, but particularly for those teaching for the first time and for teachers responsible for mentoring and guiding first time teachers.

Author: Kathryn Rosser Raign

Publisher: Heinle & Heinle Pub

ISBN: 0155081616

Category: Education

Page: 224

View: 752

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This text is designed for teachers of writing at all levels, but particularly for those teaching for the first time and for teachers responsible for mentoring and guiding first time teachers.

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: 9781136689239

Category: Language Arts & Disciplines

Page: 296

View: 810

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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.

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: 443

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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.