An abstract, or summary, is published together with a research article, giving the. Using her research on learning to write in inner-city schools, Freedman. Recognising, analysing and incorporating the features of research writing; writing conventions for research proposals, literature reviews, summaries, abstracts.
In this article we propose, theorize, demonstrate, and report early results from a course that approaches first-year composition as Introduction to Writing Studies.
This pedagogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition. The authors suggest that we should move beyond FYC as a universalizing discourse enculturation to Writing Studies as a class where content knowledge about Writing Studies should be introduced, thereby changing student understandings about writing and the ways they write The authors make the move to validate Writing about Writing as a way to call attention to the disciplinary legitimacy of the field.
Problematic assumptions about FYC: WPA Outcomes statement highlights four outcomes: This is a category mistake — to assume that WS is synechdocal to university writ large. The two-semester sequence of FYC is a problem because it reinforces a host of misconceptions about the nature of writing on which the assumption is based This means we should teach writing as the result or progenitor of contexts that are contingent, rhetorical, and irreducibly complex This is essentially recognizing that writing is rhetorical, radically contingent, and contextual.
This is a move away from genres as static forms toward genres as stabilized forms that address particular rhetorical situations. TONS of overlap here with the work of rhetorical genre studies. How does writing work?
Grounding principles and goals: Common denominators in texts used in course: Reflective assignments are about responding to texts, not becoming masters of textual content. Literacy narratives are an important aspect of these classes.
Research assignments are heavily geared toward primary research, inviting students to generate knowledge rather than ape it. What did students get out of this kind of FYC course: What did students struggle with: We are a discipline, after all.
Leave a Reply You must be logged in to post a comment.Sample for: Writing about Writing: A College Reader Summary When Doug Downs and Elizabeth Wardle published their article "Teaching about Writing, Righting Misconceptions" in June , they challenged the field to imagine a new approach to first-year composition.
Writing about Writing - Kindle edition by Elizabeth Wardle, Douglas Downs. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Writing about Writing/5(46).
Two Truths and a Lie Invite students to write on a slip of paper, two true statements and one false statement; have each student sign his/her name to the statements/paper. This can be a “ticket out the door”, where students write two true statements on the learning topic for the day and one false statement, selected examples can be extra.
Young Scholars in Writing is pleased to announce that Dr. Doug Downs at. Clouds, or wordles generated by Wordle, were used in an action research project.
You will be doing some writing during the session that you. Downs, Douglas and Elizabeth Wardle. “Teaching about Writing, Righting Misconceptions: (Re)envisioning “First-Year Composition” as “Introduction to Writing Studies.”CCC. Downs and Wardle both have practiced their “writing-about-writing” belief at different universities.
Downs broke the curriculum into three sections, and taught them to approximately sixty students, around spring ’03, and spring ’05, in the course of one semester.