A Place for Literature in Freshman Composition

Tate, Gary

doi:10.2307/378744

Cited by 18 publications

(2 citation statements)

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“…While my own approach has been to facilitate temporal awareness through writing courses that treat time as an explicit topic, I recognize that composition's appropriate subject matter remains a contested issue. Two decades ago, for example, scholars debated literature's role in composition courses, weighing the relative merits of literary analysis versus academic argument (Elbow 1990;Lindemann 1993;Tate 1993;Scholes 1998); today, literature continues to be studied in writing courses at a range of institutions (Anderson and Farris 2007;Isaacs 2009). More recently, composition studies has turned its attention to transfer, attempting to identify specific content and approaches that enable rhetorical knowledge developed in first-year writing to be carried beyond the confines of a particular class (Beaufort 2007;Downs and Wardle 2007).…”

Section: Toward Temporal Awarenessmentioning

confidence: 99%

Writing Time

Rose¹

2012

Pedagogy

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This article explores how composition courses might address contemporary capitalism's strain on students' time resources through a classroom practice of temporal awareness. The piece discusses two related dimensions of this approach. The first involves incorporating students' considerations of time into course content; the second, rooted in teacher inquiry, asks writing instructors to examine how time mediates the pedagogical relationships developed within their courses.

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Section: Toward Temporal Awarenessmentioning

confidence: 99%

Writing Time

Rose¹

2012

Pedagogy

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“…Examples include the "Symposium on The Professional Standards Committee 'Progress Report'" (see Merrill et al 1992) and newly labeled "In Focus" sections like the one on "Feminist Experiences" (see Eichorn et al 1992). The Erika Lindemann andGary Tate (1993, 1995) debate about the purposes of first-year writing has taken place across several years and engendered a number of readers' responses as has the David Bartholomae ("Writing with Teachers" 1995) and Peter Elbow ("Being a Writer" 1995) essays and response essays (Bartholomae et al 1995 Bridwell-Bowles (1992; Sara Farris Eichorn and colleagues (1992); Elizabeth Flynn (1988, Olivia Frey (1990), Jane Tompkins (1993) and Lynn Bloom (1992). When a Donald Murray essay was rejected from a journal for being too much like an essay by Donald Murray various authors commented on this issue, including Murray (see Hult 1994;Murray 1994;Rankin 1994 Rose's (1989), to essayist calls for change like Mayberry's (1995), to rhetorical analyses like those of Fontaine and Hunter (1992).…”

Section: R E S I S T I N G ( O R a M P L I F Y I N G ) Y O U R O W N mentioning

confidence: 99%

Under Construction: Working at the Intersections of Composition Theory, Research, and Practice

Farris¹,

Anson²

1999

College Composition and Communication

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A s a field of professional inquiry intertwined with the practice and teaching of its own subject, composition studies has enjoyed the steady pace of its own recent evolution. Few composition scholars twenty years ago would have imagined the rate at which the field is now developing, exploding beyond its boundaries, creating new alliances, and locating new sites for inquiry and knowledge production. These current transformations owe in part to the inevitable burgeoning of a theoretically interdisciplinary field with a strong orientation toward self-reflection. They also owe to unprecedented changes underway in higher education, changes pressured by shifts in the politics and economics of university administration, the advent of new technologies, population changes that affect student demographics, and the creation of alternative structures and contexts for teaching and learning.Composition, in seeking a disciplinary identity, is questioning the ways it creates and mediates knowledge and the ways in which that knowledge informs and is informed by various contexts for research and practice. This collection focuses on the ways in which composition reconsiders established dichotomies, examines new connections among areas of inquiry, and suggests avenues for inquiry that have transformative consequences for the sites of theory, research, and teaching.When we first proposed this volume of essays, we sought submissions that reconsidered the relationship among theory, research and practice, expecting that our focus would primarily be on the changing face of composition research. Our open call and invitation to individual scholars, however, resulted in very few reports of research studies, but rather in contributions that reflect the extent to which the theory/research/practice relationship now occupies our disciplinary thinking.Since the publication of Stephen North's The Making of Knowledge in Composition: Portrait of an Emerging Field (1987), the past decade has seen attention to research methodology largely displaced by conflict between theory and practice. This conflict, still rooted, one might argue, in the desire for a unified theory, often centers on the extent to which any theory employed by compositionists must grow, if not from research, then from practice, or at leasthave direct pedagogical implications. While North sought to recuperate the contributions of practitioners, his characterization of their knowledge as "lore" and their relationship to scholars as a power struggle has contributed to an anxious debate among compositionists. Joseph Harris (1994Harris ( , 1997, reflecting the view of many in the field, finds it necessary to declare that the composition classroom remains at the center of his concerns and that theory ("how knowledge gets made") only interests him insofar as it influences practice (x).On the other hand, Sidney Dobrin argues in his recent book, Constructing Knowledges, that "theory can exist without practical applications" (152). Our authors' reconsiderations, located all along this cont...

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Harnessing the Power of Feedback to Assist Progress: A Process-based Approach of Providing Feedback to L2 Composition Students in the United Arab Emirates

Sayed

Curabba

2020

Feedback in L2 English Writing in the Arab World

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A Place for Literature in Freshman Composition

Cited by 18 publications

References 0 publications

Writing Time

Writing Time

Under Construction: Working at the Intersections of Composition Theory, Research, and Practice

Harnessing the Power of Feedback to Assist Progress: A Process-based Approach of Providing Feedback to L2 Composition Students in the United Arab Emirates

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