scholarly journals Students as fan, or Reinvention and repurposing in first-year writing classrooms

2021 ◽  
Vol 35 ◽  
Author(s):  
Keshia Mcclantoc
Keyword(s):  
Composition Studies ◽  
Student Writing ◽  
First Year ◽  
Fan Fiction ◽  
First Year Writing

I performed a study of two first-year writing classrooms and their interactions that used a fan fiction–based pedagogy. Rather than using fan fiction as class texts, this pedagogy used the fan fiction practices of reinventing and repurposing to help students better understand themselves and their community. This was done to position the students as fans themselves. Students were challenged to act as a fan would as they moved through myriad overlapping fan fiction and composition studies practices. I include descriptions of major assignments, examples of student writing, and reflections on both the successes and struggles within this classroom.

The Ethics of Teacher Responses to Translingual Student Writing

2021 ◽  
pp. 27-38
Author(s):  
Lauren M. Connolly
Keyword(s):  
Student Writing ◽  
First Year ◽  
First Year Writing ◽  
History Of ◽  
English Speaking ◽  
Native English Speaking ◽  
Teacher Responses

This chapter will discuss the history of instructor comments in first-year writing and consider the differences in commenting for translingual students, native English-speaking students, as well as students from various language backgrounds and experiences. The goal is to consider ways beyond simply pointing out errors in students' writing and consider the rhetorical appropriateness of the students' texts and how instructors can provide comments to students to maintain the integrity of students' language backgrounds.

We Want to Know Who Our Students Are

PMLA ◽  
2014 ◽  
Vol 129 (3) ◽  
pp. 442-447 ◽  
Author(s):  
Patricia Bizzell
Keyword(s):  
Composition Studies ◽  
Academic Discourse ◽  
First Year ◽  
Discourse Communities ◽  
Intellectual Work ◽  
First Year Writing ◽  
Student Writers ◽  
Writing Courses ◽  
Research Questions ◽  
Origin Story

Composition studies concentrates on students, not texts. We in this field want to know who our students are. What abilities to use language do they bring to the academy? What new kinds of intellectual work are they able to do? What challenges does academic discourse pose for them? These are research questions we explore with rigor but also compassion and, sometimes, admiration. My favorite origin story claims that this field's modern iteration sprang from reluctance to use first-year writing courses, required at most universities, simply to eject the “boneheads.” Instead, we learned from Mina Shaughnessy and others to regard even the most struggling undergraduate writers as agents, operating among intersecting and competing discourse communities. For us, student writers are not solitary creators, nor are they intertextual blurs.

Complicating Communication in Computer Mediate Environments

2010 ◽  
pp. 202-219
Author(s):  
Brittany Cottrill
Keyword(s):  
Public University ◽  
Student Writing ◽  
First Year ◽  
Writing Classroom ◽  
First Year Writing ◽  
Computers And Writing ◽  
Computer Mediated ◽  
Composition I

Building on the research produced by early and current computers and writing scholars, this chapter will look at the results of an analysis of both virtual- and classroom-based texts produced by nine first-year writers, five from composition I and four from composition II courses at a mid-sized, Midwestern, public university. The research included in this chapter explores the results of how blogging affected student writing in the first-year writing classroom. Specifically, this chapter focuses on the results of this study in relation to the explicit and implicit textual signals and how these textual signals complicate communication in computer mediated environments.

The Digital-Forward Writing Course

2022 ◽  
pp. 272-288
Author(s):  
Robert S. Kadel ◽  
Myk Garn ◽  
Karen K. Vignare
Keyword(s):  
Composition Courses ◽  
Student Writing ◽  
First Year ◽  
Instructional Designers ◽  
First Year Writing ◽  
Pedagogical Strategies ◽  
Traditional Course ◽  
Writing Course ◽  
Broad Variation ◽  
Writing Instructors

First-year writing and composition courses can be major roadblocks for students as their success in later courses often hinges on their abilities to construct a quality written document. Students enter composition courses with broad variation in their abilities and yet must all meet the same standards of completion. In order to address this inequity, greater opportunities for writing and in receiving feedback are paramount. Yet such opportunities would place a high burden on writing instructors in a traditional course. This chapter proposes the digital-forward writing course that draws on a combination of a number of digital tools and pedagogical strategies that can increase writing opportunities while maintaining or even reducing instructors' time commitment. This information is drawn from a workshop held in 2020 that asked writing instructors, instructional designers, developers, and other educators to ideate on meeting the challenges of the entire student writing journey. Specific tools and a discussion of the value of adaptive courseware are included.

scholarly journals Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Virginia Crank ◽  
Sara Heaser ◽  
Darci L. Thoune
Keyword(s):  
College Retention ◽  
Habits Of Mind ◽  
Curricular Change ◽  
First Year ◽  
Writing Program ◽  
Research Project ◽  
First Year Writing ◽  
Writing Courses ◽  
Multiple Measures ◽  
Writing Course

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.  

Building a local learner corpus

2018 ◽  
Vol 4 (1) ◽  
pp. 112-127 ◽  
Author(s):  
Monica H. Kwon ◽  
R. Scott Partridge ◽  
Shelley Staples
Keyword(s):  
Faculty Members ◽  
First Year ◽  
Construction Process ◽  
Writing Program ◽  
First Year Writing ◽  
Learner Corpus ◽  
Writing Course ◽  
Teaching Interventions ◽  
Learner Corpus Analysis ◽  
Writing Instructors

Abstract This paper describes the construction process involved in creating a robust local learner corpus of texts produced by international students in a first-year writing course at a large public, mid-western university in the U.S. We show how involving faculty members and graduate students of our local writing program in the process of learner corpus analysis provides them with opportunities to develop their skills and knowledge as writing instructors, course designers, and, ultimately, knowledge producers. An additional benefit of such an undertaking is that the corpus can become part of the infrastructure of a research community that allows continued contributions by others individually and collaboratively. We also illustrate the usefulness of our local learner corpus for research, teaching, mentoring, and collaboration within our writing program with examples of the research projects and teaching interventions we have developed.

Sign in / Sign up

Export Citation Format

Share Document