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| a guide to composition pedagogies: A Guide to Composition Pedagogies Gary Tate, Amy Rupiper, Kurt Schick, 2001 Reflecting the rich complexity of contemporary college composition pedagogy, this unique collection presents twelve original essays on several of the most important approaches to the teaching of writing. Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today. |
| a guide to composition pedagogies: A Guide to Composition Pedagogies Gary Tate, Brooke Hessler, Amy Rupiper-Taggart, Kurt Schick, 2014-02 A Guide to Composition Pedagogies is the essential bibliographic guide written for newcomers to the field. This best-selling guide familiarizes writing instructors with the current topography of Composition Studies and directs them to the best books and articles for further exploration. |
| a guide to composition pedagogies: Rhetoric and Composition Steven Lynn, 2010-09-30 Rhetoric and composition is an academic discipline that informs all other fields in teaching students how to communicate their ideas and construct their arguments. It has grown dramatically to become a cornerstone of many undergraduate courses and curricula, and it is a particularly dynamic field for scholarly research. This book offers an accessible introduction to teaching and studying rhetoric and composition. By combining the history of rhetoric, explorations of its underlying theories, and a survey of current research (with practical examples and advice), Steven Lynn offers a solid foundation for further study in the field. Readers will find useful information on how students have been taught to invent and organize materials, to express themselves correctly and effectively, and how the ancient study of memory and delivery illuminates discourse and pedagogy today. This concise book thus provides a starting point for learning about the discipline that engages writing, thinking, and argument. |
| a guide to composition pedagogies: Toward a Composition Made Whole Jody L. Shipka, 2011-04-30 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 every day 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. |
| a guide to composition pedagogies: Exploring Composition Studies Kelly Ritter, Paul Kei Matsuda, 2010-05-20 Kelly Ritter and Paul Kei Matsuda have created an essential introduction to the field of composition studies for graduate students and instructors new to the study of writing. The book offers a careful exploration of this diverse field, focusing specifically on scholarship of writing and composing. Within this territory, the authors draw the boundaries broadly, to include allied sites of research such as professional and technical writing, writing across the curriculum programs, writing centers, and writing program administration. Importantly, they represent composition as a dynamic, eclectic field, influenced by factors both within the academy and without. The editors and their sixteen seasoned contributors have created a comprehensive and thoughtful exploration of composition studies as it stands in the early twenty-first century. Given the rapid growth of this field and the evolution of it research and pedagogical agendas over even the last ten years, this multi-vocal introduction is long overdue. |
| a guide to composition pedagogies: Empowering the Community College First-Year Composition Teacher Meryl Siegal, Betsy Gilliland, 2021-03-01 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. |
| a guide to composition pedagogies: Writing Program Administration Susan H. McLeod, 2007-03-16 This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading. |
| a guide to composition pedagogies: Keywords in Composition Studies Paul Heilker, Peter Vandenberg, 1996 Keywords in Composition Studies is the first systematic inquiry into the vocabulary of writing teachers and theorists. In brief yet heavily researched essays, contributors explore the development of and interconnections among fifty-five of the most consequential words in the field. It is with these critical terms that the contemporary field of composition has been composed, and in this sense, Keywords in Composition Studies is an introduction to the principal ideas and ideals of compositionists. Yet this book is neither a dictionary nor an encyclopedia; it does not attempt to capture the established knowledge of a unified discipline through its vocabulary but rather explores the multiple layers of meaning inhabiting the words writing teachers and theorists have depended and continue to depend on most. Each essay begins with the assumption that its central term is important precisely because its meaning is open, overdetermined. The purpose of each essay is to foreground a range of meaning signified by its central term rather than to pinpoint a meaning. In this sense, Keywords in Composition Studies is a practical model for reading the texts of an expanding and unsettled field. |
| a guide to composition pedagogies: Ecocomposition Christian R. Weisser, Sidney I. Dobrin, 2001-03-01 Explores the intersections between writing and ecological studies. |
| a guide to composition pedagogies: A Rhetoric for Writing Teachers Erika Lindemann, Daniel Anderson, 2001 From answering the question Why teach writing? to offering guidance in managing group work and responding to assignments, A Rhetoric for Writing Teachers provides a comprehensive introduction to the teaching of writing. Now in a fourth edition, this remarkably successful book features a new chapter by Daniel Anderson on teaching with computers and adds updated material on invention, intellectual development, and responding to students' writing. Describing in straightforward terms the cross-disciplinary scholarship that underlies composition teaching, it opens with chapters on prewriting techniques, organizing material, paragraphing, sentence structure, words, and revising that show teachers how to lead students through composing. Sections on writing workshops, collaborative learning, and instructional technology reflect current views of writing as a social interaction. Chapters on rhetoric, cognition, and linguistics explain theoretical principles that support classroom practices and make teachers' performances more effective. Treating both the theory and practice of writing, this classic book encourages teachers to adopt the methods that best meet their students' needs and to develop a style of teaching based on informed decisions. It provides an extensive updated bibliography--including useful Web sites as well as important books and articles--and an updated table of important dates in the history of composition. A Rhetoric for Writing Teachers, 4/e, offers both prospective and seasoned writing teachers convenient access to influential scholarship in the field and inspires them to examine what it means to teach well. |
| a guide to composition pedagogies: Writing Inventions Scott Lloyd DeWitt, 2001-07-26 A collection of instructional stories, research, and classroom applications for teachers who use computers in their writing instruction. |
| a guide to composition pedagogies: Multimodal Literacies and Emerging Genres Tracey Bowen, Carl Whithaus, 2013-04-01 A student’s avatar navigates a virtual world and communicates the desires, emotions, and fears of its creator. Yet, how can her writing instructor interpret this form of meaningmaking? Today, multiple modes of communication and information technology are challenging pedagogies in composition and across the disciplines. Writing instructors grapple with incorporating new forms into their curriculums and relating them to established literary practices. Administrators confront the application of new technologies to the restructuring of courses and the classroom itself. Multimodal Literacies and Emerging Genres examines the possibilities, challenges, and realities of mutimodal composition as an effective means of communication. The chapters view the ways that writing instructors and their students are exploring the spaces where communication occurs, while also asking “what else is possible.” The genres of film, audio, photography, graphics, speeches, storyboards, PowerPoint presentations, virtual environments, written works, and others are investigated to discern both their capabilities and limitations. The contributors highlight the responsibility of instructors to guide students in the consideration of their audience and ethical responsibility, while also maintaining the ability to “speak well.” Additionally, they focus on the need for programmatic changes and a shift in institutional philosophy to close a possible “digital divide” and remain relevant in digital and global economies. Embracing and advancing multimodal communication is essential to both higher education and students. The contributors therefore call for the examination of how writing programs, faculty, and administrators are responding to change, and how the many purposes writing serves can effectively converge within composition curricula. |
| a guide to composition pedagogies: Composition-Rhetoric Robert Connors, 1997-06-15 Connors provides a history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today's practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language and life. Connors locates the beginning of a new rhetorical tradition in the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical innovations of the last two centuries as the result of historical forces, social needs, and cultural shifts. This important book proves that American composition-rhetoric is a genuine, rhetorical tradition with its own evolving theria and praxis. As such it is an essential reference for all teachers of English and students of American education. |
| a guide to composition pedagogies: First-Year Composition Deborah Coxwell-Teague, Ronald F. Lunsford, 2014-05-01 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. |
| a guide to composition pedagogies: Cross-talk in Comp Theory Victor Villanueva, 2003 Berthoff); Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism (Mike Rose); Cognition, Convention, and Certainty: What We Need to Know about Writing (Patricia Bizzell). Under Section Four--Talking about Writing in Society--are these essays: Collaborative Learning and the 'Conversation of Mankind' (Kenneth A. Bruffee); Reality, Consensus, and Reform in the Rhetoric of Composition Teaching (Greg Myers); Consensus and Difference in Collaborative Learning (John Trimbur); 'Contact Zones' and English Studies (Patricia Bizzell); Professing Multiculturalism: The Politics of Style in the Contact Zone (Min-Zhan Lu). Under Section Five--Talking about Selves and Schools: On Voice, Voices, and Other Voices--are these essays: Democracy, Pedagogy, and the Personal Essay (Joel Haefner); Beyond the Personal: Theorizing a Politics of Location in Composition Research (Gesa E. Kirsch and Joy S.^ |
| a guide to composition pedagogies: Argument in Composition John Ramage, Micheal Callaway, 2009-09-14 ARGUMENT IN COMPOSITION provides access to a wide range of resources that bear on the teaching of writing and argument. The ideas of major theorists of classical and contemporary rhetoric and argument-from Aristotle to Burke, Toulmin, and Perelman-are explained and elaborated, especially as they inform pedagogies of argumentation and composition. |
| a guide to composition pedagogies: Teaching Writing in the Twenty-First Century Beth L. Hewett, Tiffany Bourelle, Scott Warnock, 2021-12-30 Teaching Writing in the Twenty-First Century is a comprehensive introduction to writing instruction in an increasingly digital world. It provides both a theoretical background and detailed practical guidance to writing instructors faced with novel and ever-changing digital learning technologies, new approaches to access needs and usability design, increasing student diversity, and the multiliteracies of reading, alphabetic writing, and multimodal composition. A companion volume, Administering Writing Programs in the Twenty-First Century, considers the role of administrators in addressing these issues. Covering all aspects of teaching online, various composition genres, and the technologies available to teachers, Teaching Writing in the Twenty-First Century addresses composing processes and approaches; designing and scaffolding assignments; providing response, feedback, and evaluation; communicating effectively; and supporting students. These strategic and practical ideas are prefaced by a history of the relation between composition and rhetoric and a guide to diversity, inclusion, and access. The volume ends with a chapter on envisioning the future of composition. |
| a guide to composition pedagogies: Writing about Writing Elizabeth Wardle, Douglas Downs, 2014-01-10 Based on Wardle and Downs’ research, the first edition of Writing about Writing marked a milestone in the field of composition. By showing students how to draw on what they know in order to contribute to ongoing conversations about writing and literacy, it helped them transfer their writing-related skills from first-year composition to other courses and contexts. Now used by tens of thousands of students, Writing about Writing presents accessible writing studies research by authors such as Mike Rose, Deborah Brandt, John Swales, and Nancy Sommers, together with popular texts by authors such as Malcolm X and Anne Lamott, and texts from student writers. Throughout the book, friendly explanations and scaffolded activities and questions help students connect to readings and develop knowledge about writing that they can use at work, in their everyday lives, and in college. The new edition builds on this success and refines the approach to make it even more teachable. The second edition includes more help for understanding the rhetorical situation and an exciting new chapter on multimodal composing. The print text is now integrated with e-Pages for Writing about Writing, designed to take advantage of what the Web can do. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, the Bedford/St. Martin's blog for teachers of writing). |
| a guide to composition pedagogies: Informed Choices Tara Lockhart, Mark Roberge, 2015-02-27 Combining sound theory with rich hands-on activities, Informed Choices: A Guide for Teachers of College Writing is built on the premise that teaching writing is not about mastering a single best practice, but instead requires being responsive to a series of tradeoffs and paradoxes. Ideal for new TAs and experienced professors alike, it helps teachers navigate complex choices about course design, assessment, even professional growth—all within the context of trends in the field, institutional expectations, and their evolving pedagogical philosophies. |
| a guide to composition pedagogies: Creative Composition Danita Berg, Lori A. May, 2015 This book brings together contemporary authors and well-respected creative writing instructors and theorists to explore ways creativity in composition may be encouraged in student writers. The question in this anthology is not 'Can writing be taught?' but 'How can we inspire students to embrace the creative process no matter what they write?' |
| a guide to composition pedagogies: Naming What We Know Linda Adler-Kassner, Elizabeth Wardle, 2015-06-15 Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field. |
| a guide to composition pedagogies: Securing a Place for Reading in Composition Ellen C. Carillo, 2014-10-15 Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond. Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition. Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students. |
| a guide to composition pedagogies: Foundational Practices of Online Writing Instruction Beth L. Hewett, Kevin Eric DePew, 2015-04-15 Foundational Practices in Online Writing Instruction addresses administrators’ and instructors’ questions for developing online writing programs and courses. Written by experts in the field, this book uniquely attends to issues of inclusive and accessible online writing instruction in technology-enhanced settings, as well as teaching with mobile technologies and multimodal compositions. |
| a guide to composition pedagogies: Acknowledging Writing Partners Laura R. Micciche, 2017 Micciche treats written acknowledgements as a lens to view writing as indebted partnerships. She argues that writing activities are frequently mediated by the presence of human and non-human others. She examines acknowledgements in academic books for what they can reveal about an immersive activity involving complex collaborations--Provided by publisher. |
| a guide to composition pedagogies: Teaching Mindful Writers Brian Jackson, 2020-05-15 Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer. Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers. |
| a guide to composition pedagogies: Critical Teaching and Everyday Life Ira Shor, 1987-04-15 In this unique book on education, Shor develops teaching theory side-by-side with a political analysis of schooling. Drawing on the work of Paulo Freire, he offers the first practical and theoretical guide to Freirean methods for American classrooms. Central to his method is a commitment to learning through dialogue and to exploring themes from everyday life. He poses alienation and mass culture as key obstacles to learning, and establishes critical literacy as a foundation for studying any subject. |
| a guide to composition pedagogies: Public Pedagogy in Composition Studies Ashley J. Holmes, 2016 Demonstrates how theories of public pedagogy can help composition specialists relocate teaching and learning within local public contexts beyond the classroom or campus, where true learning and transformation take place through the dissonances between people and places. |
| a guide to composition pedagogies: The Theory and Practice of Grading Writing Frances Zak, Christopher C. Weaver, 1998-01-01 Explores grading strategies for English composition teachers that are consistent with modern discourse and pedagogical theories. |
| a guide to composition pedagogies: English Composition Ann Inoshita, Karyl Garland, Kate Sims, 2019-05-31 This OER textbook has been designed for students to learn the foundational concepts for English 100 (first-year college composition). The content aligns to learning outcomes across all campuses in the University of Hawai'i system. It was designed, written, and edited during a three day book sprint in May, 2019. |
| a guide to composition pedagogies: Next Steps Barbara Bird, Doug Downs, I. Moriah McCracken, Jan Rieman, 2019-04-08 Next Steps: New Directions for/in Writing about Writing is the first collection of teacher and student voices on a writing pedagogy that puts expert knowledge at the center of the writing classroom. More than forty contributors report on implementations of writing-about-writing pedagogies from the basic writing classroom to the graduate seminar, in two-year and four-year schools, and in small colleges and research universities around the United States and the world. For more than ten years, WAW approaches have been emerging in all these sites and scenes of college writing instruction, and Next Steps offers an original look at the breadth of ways WAW pedagogy has been taken up by writing instructors and into an array of writing courses. Organized by some of the key foci of WAW instruction—writerly identity, process, and engagement—the book takes readers into thick classroom descriptions as well as vignettes offering shorter takes on particular strategies. The classroom descriptions are fleshed out in more personal ways by student vignettes, reflections on encountering writing about writing in college writing classes. As its theoretical basis, Next Steps includes chapters on threshold concepts, transfer of writing-related learning, and the history of WAW pedagogies. As the first extensive look into WAW pedagogies across courses and institutions, Next Steps is ideal for writing instructors looking for new approaches to college composition instruction or curious about what “writing about writing” pedagogy actually is, for graduate students in composition pedagogy and their faculty, and for those researching composition pedagogy, threshold concepts, and learning transfer. Contributors: Linda Adler-Kassner, Olga Aksakalova, Joy Arbor, Matthew Bryan, Shawn Casey, Gabriel Cutrufello, Jennifer deWinter, Kristen di Gennaro, Emma Gaier, Christina Grant, Gwen Hart, Kimberly Hoover, Rebecca Jackson, Frances Johnson, Elizabeth Kleinfeld, Katie Jo LaRiviere, Andrew Lucchesi, Cat Mahaffey, Michael Michaud, Rebecca S. Nowacek, Andrew Ogilvie, Sarah Read, Rebecca Robinson, Kevin Roozen, Mysti Rudd, Christian Smith, Nichole Stack, Samuel Stinson, Hiroki Sugimoto, Lisa Tremain, Valerie Vera, Megan Wallace, Elizabeth Wardle, Christy I. Wenger, Nancy Wilson, Dominique Zino |
| a guide to composition pedagogies: Engaging Ideas John C. Bean, 2011-07-20 Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with genre and discourse community theory, quantitative/scientific literacy, blended and online learning, and other current issues. |
| a guide to composition pedagogies: First Time Up Brock Dethier, 2005 First time up?—an insider’s friendly question from 1960s counter-culture—perfectly captures the spirit of this book. A short, supportive, practical guide for the first-time college composition instructor, the book is upbeat, wise but friendly, casual but knowledgeable (like the voice that may have introduced you to certain other firsts). With an experiential focus rather than a theoretical one, First Time Up will be a strong addition to the newcomer’s professional library, and a great candidate for the TA practicum reading list. Dethier, author of The Composition Instructor’s Survival Guide and From Dylan to Donne, directly addresses the common headaches, nightmares, and epiphanies of composition teaching—especially the ones that face the new teacher. And since legions of new college composition teachers are either graduate instructors (TAs) or adjuncts without a formal background in composition studies, he assumes these folks as his primary audience. Dethier’s voice is casual, but it conveys concern, humor, experience, and reassurance to the first-timer. He addresses all major areas that graduate instructors or new adjuncts in a writing program are sure to face, from career anxiety to thoughts on grading and keeping good classroom records. Dethier’s own eclecticism is well-represented here, but he reviews with considerable deftness the value of contemporary scholarship to first-time writing instructors—many of whom will be impatient with high theory. Throughout the work, he affirms a humane, confident approach to teaching, along with a true affection for college students and for teachers just learning to deal with them. |
| a guide to composition pedagogies: Style and the Future of Composition Studies Paul Butler, Brian Ray, Star Medzerian Vanguri, 2020-11-15 Style and the Future of CompositionStudies explores style’s potential for informing how students are taught to write well and its power as a tool for analyzing the language and discourse practices of writers and speakers in a range of contexts. Many college writing teachers operate under the belief that style still refers primarily to the kinds of issues discussed in Strunk and White’s popular but outdated book The Elements of Style. This work not only challenges this view but also offers theories and pedagogies from diverse perspectives that help teachers and students develop strategic habits and mindsets to negotiate languages, genres, and discourse conventions. The chapters explore the ways in which style directly affects—and is affected by—multiple sources of shifting disciplinary inquiry, contributing new insights by drawing on research in cultural studies, sociolinguistics, discourse studies, translingualism, and writing across the curriculum, as well as new approaches to classical rhetorical theory. The reemergence of stylistic inquiry can be used dynamically to produce new insights not only about emerging disciplinary interests but also about the study of style as a kind of language in and of itself. Style and the Future of Composition Studies demonstrates that style deserves to be a central focus of writing teaching. More than just the next style collection, the book advocates for style’s larger prominence in composition discussions generally. It will be of interest to a broad range of students and scholars of writing studies, as well as a wider set of readers in academe. Contributors: Cydney Alexis, Laura Aull, Anthony Box, Jimmy Butts, Mike Duncan, William FitzGerald, Melissa Goldthwaite, Eric House, TR Johnson, Almas Khan, Zak Lancaster, Eric Leake, Andrea Olinger, Thomas Pace, Jarron Slater, Jonathan Udelson |
| a guide to composition pedagogies: Concepts in Composition Irene L. Clark, 2011-09 A textbook for composition pedagogy courses. It focuses on scholarship in rhetoric and composition that has influenced classroom teaching, in order to foster reflection on how theory impacts practice. |
| a guide to composition pedagogies: On Multimodality Jonathan Alexander, Jacqueline Rhodes, 2014 Winner of the 2015 CCCC Outstanding Book Award As our field of composition studies invites students to compose with new media and multimedia, we need to ask about other possibilities for communication, representation, and making knowledge--including possibilities that may exceed those of the letter, the text based, the composed. In this provocative look at how composition incorporates new forms of media into actual classrooms, Jonathan Alexander and Jacqueline Rhodes argue persuasively that composition's embrace of new media and multimedia often makes those media serve the rhetorical ends of writing and composition, as opposed to exploring the rhetorical capabilities of those media. Practical employment of new media often ignores their rich contexts, which contain examples of the distinct logics and different affordances of those media, wasting the very characteristics that make them most effective and potentially revolutionary for pedagogy. On Multimodality: New Media in Composition Studies urges composition scholars and teachers to become aware of the rich histories and rhetorical capabilities of new media so that students' work with those media is enlivened and made substantive. |
| a guide to composition pedagogies: Rhetorical Strategies for Composition Karen A. Wink, Ph.D, 2015-12-08 Cracking an Academic Code: Rhetorical Strategies for Composition is a worktext designed for composition students to apply rhetorical theory in their writing.The exercises interconnect rhetorical skill work for students to practice thinking on paper in style, language, and conventions. |
| a guide to composition pedagogies: Action-based Approaches in Popular Music Education Steve Holley, Kat Reinhert, Zack Moir, 2021-08 As music educators continue to explore various ways of learning and teaching popular music, recognizing and understanding a blend of traditional and non-traditional pedagogies that engage teachers and learners in authentic practices is of vital importance. To meet this emerging need, Action-based Approaches in Popular Music Education delves into the practices and philosophies of 26 experienced music educators who understand both the how and the why of popular music education. This edited collection represents the variety, the diversity, and the multiplicity of ideas and approaches to the teaching and learning of popular music. It’s these actionable approaches, practices, applications, lessons, and ideas that will enable music educators to understand how to better incorporate popular music into their teaching. This book is not an antidote to the lack of uniformity in popular music education – it is a celebration of it. |
| a guide to composition pedagogies: Contemplative Pedagogies for Transformative Teaching, Learning, and Being Jing Lin, Tom E. Culham, Sachi Edwards, 2019-11-01 In our current systems of education, there is a trend toward compartmentalizing knowledge, standardizing assessments of learning, and focusing primarily on quantifiable and positivist forms of inquiry. Contemplative inquiry, on the other hand, takes us on a transformative pathway toward wisdom, morality, integrity, equanimity, and joy (Zajonc, 2009). These holistic learning practices are needed as a counterbalance to the over-emphasis on positivism that we see today. In addition to learning quantifiable information, we also need to learn to be calmer, wiser, kinder, and happier. This book aims to find and share various pathways leading to these ends. This book will describe educational endeavors in various settings that use contemplative pedagogies to enable students to achieve deep learning, peace, tranquility, equanimity, and wisdom to gain new understanding about self and life, and to grow holistically. Embodiment is a central concept in this book. We hope to highlight strategies for exploring internal wisdoms through engaging ourselves beyond simply the rational mind. Contemplative pedagogies such as meditation, yoga, tai chi, dance, arts, poetry, reflective writing and movements, can help students embody what they learn by integrating their body, heart, mind, and spirit. |
| a guide to composition pedagogies: Pedagogical Partnerships Alison Cook-Sather, Melanie Bahti, Anita Ntem, 2019-12-18 Pedagogical Partnerships and its accompanying resources provide step-by-step guidance to support the conceptualization, development, launch, and sustainability of pedagogical partnership programs in the classroom and curriculum. This definitive guide is written for faculty, students, and academic developers who are looking to use pedagogical partnerships to increase engaged learning, create more equitable and inclusive educational experiences, and reframe the traditionally hierarchical structure of teacher-student relationships. Filled with practical advice, Pedagogical Partnerships provides extensive materials so that readers don't have to reinvent the wheel, but rather can adapt time-tested and research-informed strategies and techniques to their own unique contexts and goals. |
| a guide to composition pedagogies: Crossing Divides Bruce Horner, Elliot Tetreault, 2017-06-01 Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy |
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