Women's Bodies in the College Writing Classroom: The Threat of Feeling Exposed

1992 ◽  
Vol 43 (3) ◽  
pp. 308 ◽  
Author(s):  
Jill Eichhorn
Keyword(s):  
College Writing ◽  
Writing Classroom ◽  
Women's Bodies

scholarly journals EXPRESSING VOICE IN A FOREIGN LANGUAGE: MULTIWRITING HAIKU PEDAGOGY IN THE EFL CONTEXT 

2017 ◽  
Vol 28 (2) ◽  
pp. 260 ◽  
Author(s):  
Atsushi Iida
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
L2 Writing ◽  
Composition Classroom ◽  
Target Language ◽  
College Writing ◽  
Writing Classroom ◽  
Efl Context ◽  
Poetic Text ◽  
Teaching Voice

One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines. 

Blog Love

2016 ◽  
pp. 14-31
Author(s):  
Clarissa J. Walker
Keyword(s):  
Critical Literacy ◽  
College Writing ◽  
Writing Classroom ◽  
Online Reading ◽  
Media Technology ◽  
Lesson Design ◽  
Web Based ◽  
Online Reading Comprehension ◽  
Writing Models ◽  
History Of

Despite claims of a decades-long history of multimodal instructional activities, Composition Studies scholars are still slow to embrace many web-based, social media technology tools to help realize traditional goals of the college writing classroom. Microblogging (Twitter) and blogging (WordPress) activities are effective technology companions that support collaborative learning, critical research, and analytical writing models. This chapter suggests online reading comprehension and critical literacy models as guides for microblogging and blogging lesson design. Finally, instructor commentary and student samples from two assignments, (a) blogging communities and (b) using Twitter to critically analyze a text, are offered to illustrate the aforementioned application.

The Risk of Rhetorical Inquiry

2011 ◽  
pp. 225-241 ◽  
Author(s):  
Drew Kopp
Keyword(s):  
College Writing ◽  
Writing Classroom ◽  
Pedagogy Of Discomfort ◽  
Rhetorical Inquiry

In this chapter, the author provides a theoretical outline for a practice of rhetorical inquiry in the college writing classroom, and focuses on three conditions that permit this inquiry to enact a “pedagogy of discomfort” (Boler, 1999). The first condition calls for pedagogues to amplify the performative dimension of language to disrupt what Dewey terms the “quest for certainty.” Second, students and teachers work to reconfigure their current perspectives through undergoing dialogic encounters between incongruous perspectives. Third, these performative and dialogic encounters must reiterate with increasing complexity and within increasingly unfamiliar and complex contexts. After an extensive theoretical exposition of these three conditions for a disruptive pedagogy, I present a few illustrative instances in the college writing classroom.

Disrupting Disruption

2011 ◽  
pp. 122-134
Author(s):  
A. Abby Knoblauch
Keyword(s):  
Pedagogical Practices ◽  
College Writing ◽  
Student Resistance ◽  
Writing Classroom ◽  
Pedagogical Practice ◽  
Critical Inquiry ◽  
Liberal Politics ◽  
Invitational Rhetoric

As educators look for productive ways to encourage students to disrupt their deeply held beliefs, they often turn toward liberatory pedagogies. Such pedagogical practices, however, often provoke student resistance to what is seen as attempts at indoctrination to liberal politics. This chapter explores responses to student resistance, especially Kopelson’s (2003) performance of neutrality, and posits instead a pedagogical practice based in the theory of invitational rhetoric, one that asks instructors to (attempt to) relinquish their intent to persuade students. This invitational pedagogy provides a strategy to reduce nonproductive student resistance while allowing for critical inquiry within the college writing classroom.

Benefits of Web 2.0 in the College Writing Classroom

2010 ◽  
Vol 17 (2) ◽  
pp. 439-450 ◽  
Author(s):  
Jenny Wang ◽  
Ching-Huang Wang ◽  
Yueh-Chiu Fang ◽  
Chun-Fu Lin
Keyword(s):  
Web 2.0 ◽  
College Writing ◽  
Writing Classroom

Linguistic Contact Zones in the College Writing Classroom

2002 ◽  
Vol 19 (1) ◽  
pp. 5-43 ◽  
Author(s):  
Michelle Hall Kells
Keyword(s):  
College Writing ◽  
Writing Classroom ◽  
Contact Zones

Toward a New Discourse of Assessment for the College Writing Classroom

2002 ◽  
Vol 65 (2) ◽  
pp. 163 ◽  
Author(s):  
Brian Huot
Keyword(s):  
College Writing ◽  
Writing Classroom
Sign in / Sign up

Export Citation Format

Share Document