Introduction Studied and engaged reading practices can be a springboard for effective writing. Knowing how to read specifically as a writer can help to identify features and forms of new genres, to implement those features in writing, and to ultimately be a self-directed, adaptive, and successful writer of new genres. I believe that using reading […]
writing
The Self and Writing: A Theoretical and Practical Examination of Identity in the First-Year Writing Classroom Through an Identity-Based Activity
Brugman, Destiny F2018 Pedagogy Research Project ENG 513
Reading is a Fun Thing We Can Do: A Research Proposal
I believe in literature. My students, however, liken reading to working out, saying that while it might be good for you, it doesn’t feel good. I want to change their minds. Reading, I think, is an inherently pleasurable activity, and it is also good for us. For literature entertains, creates myth, increases our capacity for […]
Reading is a fun thing we can do
Questions: Since I saw the syllabus in Comp Camp, I’ve been thinking about how I can add more reading into the curriculum. As we’ve gone along, I’ve refined my ideas significantly. At first, it was just a vague desire to assign/read/talk about useful and interesting writing. I wondered: where was the place for literature in […]
Inter-Genre Studies and Writing Outcomes
Research Motivation, Topic, and Question My interests for this pedagogical study started with personal concerns that we weren’t doing much reading in our English 101 classes. I believe that reading can be the cornerstone to good writing practices—it certainly is for me. Knowing how to read as a writer can help you identify features and […]
blog [blawg] n., 1. a website containing a writer’s own opinions
*Belief [bih-leef] n., 1. an opinion or conviction 2. confidence in the truth or existence of something not immediately susceptible to rigorous proof 3. confidence; faith; trust Are my students’ ideas about writing opinions? Convictions? Impressionable notions of truth that are susceptible to the influence of material proofs? Confidences that could be reinforced or shaken, faith […]
Teaching Writing in a New Way: Unlearning the Rigid Rules
Many of my students undoubtedly consider themselves to be bad writers. They have little to no confidence in their writing abilities and second-guess every sentence they create. As Mike Rose puts it, they have “a growing distrust of their abilities and an aversion toward the composing process itself” (389). Thus, alongside their small confidence levels, my students […]
Who Offers You the “Writer” Identity?
The myth of genius authorship pervades, always. From the moment students are taught the basics of writing—the standard structures in which to say something in their writing—they are faced with a kind of unconscious model to mimic. Be that example essays of “ideal” scholarship or the supplementary literature they are given to think about and […]
“Questions of Intent: Communication Disorder, Transfer, and Writing Pedagogy.”
Vallis, Gina L. “Questions of Intent: Communication Disorder, Transfer, and Writing Pedagogy.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 15.3 (2015): 441-457. Web Summary This article examines communicative intent in the writing classroom through applying lessons from both personal reflections and studies of autism spectrum disorder (ASD). The author discusses problem-solving from a […]
“Conversations with Texts: Reading in the Teaching of Composition” Mariolina Salvatori
Salvatori, Mariolina. “Conversations with Texts: Reading in the Teaching of Composition” College English 58:4: 4401-454. Web. Summary In this article, Mariolina Salvatori addresses the tendency of introductory college composition courses to minimize traditional literary readings and to focus on writing practices, and posits several alternative reading practices that she believes can do specific service to […]