Taking the Social Turn: Teaching Writing Post-Process

Trimbur, John; Bizzell, Patricia; Knoblauch, C. H.; Brannon, Lil; Spellmeyer, Kurt

doi:10.2307/358592

Cited by 51 publications

(17 citation statements)

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“…Writing can be viewed from a 'post process' (Trimbur, 1994) and critical view, focusing on post-cognitive, social, cultural, and ideological issues (Atkinson, 2003a(Atkinson, , 2003b. If looked at from a broader perspective than a mere functional instrumental view, writing can be an act of exploring social issues and a tool for taking action to improve life conditions (Auerbach, 1999).…”

Section: Dialogue Journal Writingmentioning

confidence: 99%

English Class or Speaking about Everything Class? Dialogue Journal Writing as a Critical EFL Literacy Practice in an Iranian High School

Ghahremani-Ghajar

Mirhosseini

2005

Language, Culture and Curriculum

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Section: Dialogue Journal Writingmentioning

confidence: 99%

English Class or Speaking about Everything Class? Dialogue Journal Writing as a Critical EFL Literacy Practice in an Iranian High School

Ghahremani-Ghajar

Mirhosseini

2005

Language, Culture and Curriculum

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“…16 Her study taps into our longstanding anxieties about the separation of classroom teaching from "realworld" public discourse and is much in keeping with North's sense that contemporary research will provide commentary on literacy events, perhaps before it provides instruction on participation. North's and Gurak's arguments are aligned with assertions that language education is reactive and responds to existing social literacies rather than shaping them (Trimbur 1991;Street 1993;Marrou 1956). …”

Section: T H R E E R E S E a R C H P R O J E C T S : C L A S S R O O mentioning

confidence: 99%

“…Instead, these issues, which drive both educational failure and reform, have been masked by theoretical and methodological differences that overlook or universalize the socially marginalized students whose educations and lives, as Jonathan Kozol so eloquently describes, continue to be at risk. 3 But critiques of composition pedagogy's valorization of the personal narrative also raise troubling questions: what subjectivity does the personal essay construct (Faigley 1992); does an instructional focus on personal writing fail to prepare students for the demands of academic discourse (Bizzell and Herzberg 1986); to what extent does such writing reify personal experience and reinforce liberal humanist assumptions (Bartholomae 1995); do process writing and its reliance on the personal revive an elite, belletristic tradition (Trimbur 1994); what instructional ends are served by the evaluation of student writing as "authentic" and "truthful" (Faigley 1992); and does an emphasis on the individual subject depoliticize resistance to oppressive social structures (Berlin 1988)? Without a critical edge, the "naturalness" of process pedagogy can serve to reify the transience of everyday life and authenticate experience on the basis of its cultural capital rather than its multiplicitous or resistant features.…”

Section: T H E P E R S O N a L N A R R At I V E I N W R I T I N G P Ementioning

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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“…These three theoretical orientations are usually referred to as writing as socializing, writing as product, and writing as process. As such, it was basically a paradigm of L1 writing that had little effect upon L2 writing research (for further information, see Johns, 1990;Schereiner, 1997;Timbur, 1994). In this regard, the word process was understood in two different ways that correspond to two different trends within the process movement: the expressivist and the cognitivist (Faigley, 1986).…”

Section: Introductionmentioning

confidence: 99%

New Directions for Research in L2 Writing

Ransdell¹,

Barbier²

2002

Studies in Writing

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Kluwer Academic Publishers continues to publish the international book series Studies in Writing, founded by Amsterdam University Press. The intended readers are all those interested in the foundations of writing and learning and teaching processes in written composition. The series aims at multiple perspectives of writing, education and texts. Therefore authors and readers come from various fields of research, from curriculum development and from teacher training. Fields of research covered are cognitive, sociocognitive and developmental psychology, psycholinguistics, text linguistics, curriculum development, instructional science. The series aim to cover theoretical issues, supported by empirical research, quantitative as well as qualitative, representing a wide range of nationalities. The series provides a forum with research from established researchers, with contributions of young researchers.

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Taking the Social Turn: Teaching Writing Post-Process

Cited by 51 publications

References 0 publications

English Class or Speaking about Everything Class? Dialogue Journal Writing as a Critical EFL Literacy Practice in an Iranian High School

English Class or Speaking about Everything Class? Dialogue Journal Writing as a Critical EFL Literacy Practice in an Iranian High School

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

New Directions for Research in L2 Writing

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