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.

The pedagogy of controversy in the field of China Studies: Teaching the Cultural Revolution

2014 ◽  
Vol 7 (2) ◽  
pp. 28-57 ◽  
Author(s):  
Kevin Carrico
Keyword(s):  
Social Sciences ◽  
Cultural Revolution ◽  
First Year ◽  
First Year Writing ◽  
The Social ◽  
Binary Oppositions ◽  
China Studies ◽  
History Of ◽  
Nuanced Understanding ◽  
Ethnographic Analysis

How can we as educators address complex and controversial topics in the social sciences without encouraging simplistic responses and self-reproducing binary oppositions? Drawing upon an ethnographic analysis of a first-year writing seminar on the history of the Chinese Cultural Revolution, this article proposes novel approaches to overcome instinctive reactions to contentious topics. Arguing that the experience of controversy produces self-reinforcing binary oppositions that become autopoetically abstracted from the actual topic of discussion, I build upon specific seminar experiences to propose two novel and practical concepts for the pedagogy of controversy: (1) deidentification, which refers to a process of disengagement from the binaries and thus identities that structure and reproduce controversy, and (2) humanisation, which refers to a process of moving beyond abstractions to reidentify with the fundamentally human experience of contentious historical moments. The pedagogy of controversy, I argue, must teach against our conventional identificatory responses to controversy to promote a more nuanced understanding of inherently complex issues.

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.

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.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

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