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The Composing Processes of Twelfth Graders
Janet Emig reports on a case study in which eight twelfth graders were asked to give autobiographies of their writing experiences and to compose aloud in the presence of the investigator. Based on her findings, she suggests changes in the way composition is taught and the way teachers are trained to teach it.
The Web of Meaning
The title of these eleven essays and talks comes from Vygotsky's famous observation that writing is elaborating the web of meaning. Arranged chronologically, they form a remarkable story of how one of the most thoughtful and provocative researchers and teachers in the English profession came to an ever-deepening understanding of what writing and learning are, how they can be nurtured, and what teaching means in relation to themselves.
Writing as a Learning Tool
This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.
Physical Eloquence and the Biology of Writing
As a statement about literacy, this book recommends an approach to teaching writing that stresses the neurological foundations of written English, mastered almost like a foreign language. "Physical eloquence" refers to neurological processes of hand, eye, and ear that every writer must control in order to generate and simultaneously to interpret a written text. "Biology of writing" refers to innate or otherwise untaught abilities that all people have for acquiring prose and which are not enhanced by formal learning. Ochsner promotes a realistic writing curriculum that stresses subconscious processes in the biology of the writing process rather than planned, rehearsed, and formally practiced activities for learning to write. He concludes that successful literacy instruction depends on a teacher's willingness to take into account the supremacy of popular culture and the ascendancy of its spoken idiom.
Landmark Essays on Writing Process
First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
The End of Composition Studies
Setting forth an innovative new model for what it means to be a writing teacher in the era of writing across the curriculum, The End of Composition Studies urges a reconceptualization of graduate work in rhetoric and composition, systematically critiques the limitations of current pedagogical practices at the postsecondary level, and proposes a reorganization of all academic units. David W. Smit calls into question two major assumptions of the field: that writing is a universal ability and that college-level writing is foundational to advanced learning. Instead, Smit holds, writing involves a wide range of knowledge and skill that cannot be learned solely in writing classes but must be acquired by immersion in various discourse communities in and out of academic settings. The End of Composition Studies provides a compelling rhetoric and rationale for eliminating the field and reenvisioning the profession as truly interdisciplinary—a change that is necessary in order to fulfill the needs and demands of students, instructors, administrators, and our democratic society.
The English Department
To understand the history of "English", Ross Winterowd insists, one must understand how literary studies, composition-rhetoric studies, and influential textbooks interrelate. Stressing the interrelationship among these three forces, Winterowd presents a history of English studies in the university since the Enlightenment.
Methods and Methodology in Composition Research
In original essays, fourteen nationally known scholars examine the practical, philosophical, and epistemological implications of a variety of research traditions. Included are discussions of historical, theoretical, and feminist scholarship; case-study and ethnographic research; text and conversation analysis; and cognitive, experimental, and descriptive research. Issues that cross methodological boundaries, such as the nature of collaborative research and writing, methodological pluralism, the classification and coding of research data, and the politics of composition research, are also examined. Contributors reflect on their own research practices, and so reflect the current state of composition research itself.
Handbook of Writing Research
Presents a collection of essays discussing the theories and models of writing research.
Teachers, Discourses, and Authority in the Postmodern Composition Classroom
Examines the teacher's role and the teacher's authority in postmodern academic settings.
