Ideology, Life Practices, and Pop Culture: So Why is this Called Writing Class?

Fitts, Karen

doi:10.1353/jge.2005.0018

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…Overall, Heiman discovered that persuading students to view science as being an "appropriate," "interesting and applicable" course subject represented a problem in his class (2014). Indeed, composition instructors may need to identify the value, for students, of covering environmental themes, as in high school, many teachers focus on expressive writing (Fitts, 2005). Likewise, faculty should offer students the chance to formulate their own personal responses to the landscape (Gaard, 2001;Killingsworth, 2005;Marx, 2008).…”

Section: Environmentally Themed Courses and Ecocomposition Design Approachesmentioning

confidence: 99%

A Case Study: Focusing on Sustainability Themes and Ecocomposition through Student Blogs in a Professional and Technical Writing Course

Hembrough¹

2019

INT J INSTRUCTION

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Tackling environmental and sustainability issues has grown in popularity in writing courses. Yet, for teachers designing professional and technical writing classes, what are the benefits and drawbacks in asking students to interact with place-based discourses in their digital compositions, including blogs? How does implementing an ecocomposition curriculum and sustainability topics in professional and technical writing courses affect students' research, digital writing, collaborative, and critical-thinking outcomes, along with influencing their personal and larger goals? This article discusses a four-year case study at a Southwestern university of an experimental course assignment's design, and it involves 252 students, including many Native Americans. Students engaged with environmental themes and ecocomposition methods in an upper-division class. This article includes a description of the class's major assignment, a blog site and reflective essay, and the blog's assessment criteria, with raters measuring the blog's writing outcomes. Overall, employing ecocomposition practices within the blog assignment unit provided students with a relevant curriculum, assisting them in conducting research for a blog space; writing digitally and thinking critically about diverse spaces related to their backgrounds, majors, and futures; and forging ties with classmates and potential outside audiences. The study's results have implications for implementing ecocomposition design in writing classes.

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Section: Environmentally Themed Courses and Ecocomposition Design Approachesmentioning

confidence: 99%

A Case Study: Focusing on Sustainability Themes and Ecocomposition through Student Blogs in a Professional and Technical Writing Course

Hembrough¹

2019

INT J INSTRUCTION

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“…Fitts (2005), Friedman (2013, and George and Trimbur (1995) all discuss the use of popular culture as a means to draw students in and increase engagement. This may take the form of popular culture materials appearing as readings in standard composition course texts, but these can still cover a wide array of subjects and may not be focused around a cogent theme.…”

Section: Composition Literature: Impact Of Theme-based Courses On Stumentioning

confidence: 99%

Library Instruction and Themed Composition Courses: An Investigation of Factors that Impact Student Learning

Rinto

Cogbill-Seiders

2015

The Journal of Academic Librarianship

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Many academic libraries partner with English composition in order to teach first year students skills related to academic research and writing. Due to the partnership between information literacy and first-year writing programs, it is important to evaluate how these programs can best support one another. The purpose of this study was to examine the impact of two factors on student information literacy skill development: library instruction and section theme-defined here as class sections of the English 102 (ENG 102) program developed around a central topic selected by the instructor. A random sample of annotated bibliographies from 95 sections of ENG 102 were scored with two information literacy rubrics in order to find out if scores differed between sections based on the variables of library instruction and theme. The results of this study indicate that sections of the ENG 102 program that attended an information literacy instruction session scored significantly higher on the annotated bibliography assignment than sections that did not attend. We also found that themed sections of ENG 102 scored marginally higher on the annotated bibliography than non-themed sections of ENG 102. Implications for further research are discussed, including the potential impact of theme-based writing on information literacy learning. INTRODUCTIONOn many college and university campuses, English composition holds the dual distinction of being both a gateway course for academic writing and research as well as a requirement for graduation. The high impact nature of these courses makes them a focus for many academic library instruction programs, and the information literacy literature is filled with case studies of collaborations between the library and English composition. Due to the natural partnership between information literacy and first-year writing programs, it is important to continue to evaluate how these programs work in tandem and can best support one another.At the University of Nevada, Las Vegas, the library has developed a robust relationship with English 102 (ENG 102) and participates in ongoing assessment of the information literacy instruction component of the course. In ENG 102, the culminating assignment is an 8-10 page research paper; in preparation of this final assignment, students complete an annotated bibliography and research paper proposal. An evaluation of these annotated bibliographies and accompanying proposals has been the cornerstone of our assessment of first-year students' information literacy skills in terms of identifying areas where students need more support. However, the authors realized that these bibliographies can also be used to shed light on how students best learn skills related to developing a research topic, finding quality sources, and evaluating information. We were especially interested in examining the impact of two factors on information literacy skill development: library instruction and section theme-defined here as class sections of the ENG 102 program developed around a central topic...

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“…These scholars and others have made a compelling case for engaging in the classroom the discursive and rhetorical knowledge students bring from popular culture. Yet, for many in the field, popular culture remains a silly or even dangerous influence that is either ignored when it comes to thinking about pedagogy, or even critiqued as antithetical to the goals of a college writing course (Bradbury, 2011;Fitts, 2005). Even instructors who do incorporate popular culture into writing courses often do so primarily as a means of providing "relevant content" for critique (Bishop, 1999;Faulkner, 2011;Huffines, 2008;Roach, 2008), rather than as a source of rhetorical conversation or teaching composing practices.…”

Section: The Ambivalence Toward Popular Culture In the Classroommentioning

confidence: 99%

From Screen to Screen: Students’ Use of Popular Culture Genres in Multimodal Writing Assignments

Williams

2014

Computers and Composition

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Ideology, Life Practices, and Pop Culture: So Why is this Called Writing Class?

Cited by 3 publications

References 14 publications

A Case Study: Focusing on Sustainability Themes and Ecocomposition through Student Blogs in a Professional and Technical Writing Course

A Case Study: Focusing on Sustainability Themes and Ecocomposition through Student Blogs in a Professional and Technical Writing Course

Library Instruction and Themed Composition Courses: An Investigation of Factors that Impact Student Learning

From Screen to Screen: Students’ Use of Popular Culture Genres in Multimodal Writing Assignments

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