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E-raamat: Writing and Power: A Critical Introduction to Composition Studies

  • Formaat: 272 pages
  • Ilmumisaeg: 03-Dec-2015
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781317248613
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  • Formaat: 272 pages
  • Ilmumisaeg: 03-Dec-2015
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781317248613

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This book offers a much needed alternative to the more traditional texts used to teach writing instruction. Grounded in history, the book clarifies changing theoretical and practical approaches to teaching writing, critically assessing each approach in relation to the social and political movements of the day, both within and beyond the university. The author takes us inside the real world of writing instruction; not only from the viewpoint of instructor, but as seen through the eyes of students struggling to make sense of the expectations of writing class. Mitchell emphasizes that "writing" entails far more than putting words to paper, and delves into contextually variable culturally defined expectations, that include multiple linguistic forms - both oral and written - highlighting the complexity of writing(s), while engaging the reader in lively academic debates about language and society.

A much needed alternative to the more traditional texts used to teach writing instruction.

Arvustused

Candace Mitchell has written one of the most important and powerful books on composition studies yet published in North America. Theoretical rigor, poetic prose, intellectual courage, and pedagogical inventiveness are easily woven together so as to produce both a work of art and an outstanding book. It is filled with beauty, brilliance, and insight. This book does not merely make a contribution to composition and literacy studies, it is a landmark example of what a powerful mind and a masterful teacher can produce. Bravo! Henry Giroux

Acknowledgments xi
Introduction 1(158)
Rewriting Writing
5(1)
(Passive) Aggressive Progressives
6(1)
Ideology
7(2)
The Centrality of Subjectivity: My Evolving/Revolving Positions(s) in Context
9(1)
Getting through the Gate
10(1)
Oppressive Progressives
11(1)
Methodology
12(3)
Structure of the Book
15(4)
Who Might Want to Read This Book
19(2)
1 The Traditional Approach
21(10)
The Social Construction of the New Rhetoric
22(2)
The Institutionalization of Comp I and II
24(1)
Shaping Writing Instruction and the Expansion of English Studies
24(1)
The Transformation of Rhetoric
25(1)
A Last-Ditch Effort for Status and Control: The Traditional Approach
26(1)
Remediation and Fragmentation
27(1)
A Space and Place in the Academy
28(3)
2 The Cognitive Approach
31(10)
Noam Chomsky versus B.F. Skinner: The Primacy of Cognition
32(1)
Jerome Bruner and Process
32(1)
Product versus Process
33(1)
John Locke, the Empiricist, versus Rene Descartes, the Rationalist
34(1)
Writing Research: Cognition and Process
34(2)
Teaching Writing: The Cognitive Approach
36(1)
Teacher and Student: Equal in Status?
37(1)
Establishing a Niche in the Academy
37(1)
Making It in Academia
38(3)
3 The Expressive Approach
41(14)
Discovery of Meaning
42(1)
The Social Construction of Form
43(1)
The Privileging of "Appropriate" Forms
44(1)
Research on Teacher Response to Student Writing
45(1)
The Rubric of Facilitator
46(1)
Meaning Making
47(1)
"Responding to Student Writing": An Analysis of Context, Motive, and Form
48(1)
Research Context and Textual Form
49(1)
Doing Science
50(3)
The Study
53(1)
So, How Do Students Fare?
53(2)
4 The Social/Cultural Approach
55(16)
Writing as Social Practice(s)
56(1)
Rap (and a Black Man's Poetry) in the Classroom
57(1)
Discourse Communities
58(1)
Success or Failure
59(1)
The Social Construction of Form(s)
60(2)
Explicit Teaching of Form: Anathema to Process Approach Adherents
62(2)
Border Patrol in the Academy
64(3)
Maintaining the Status Quo: An Academic Accolade
67(1)
Reaching Toward the Not Yet
68(3)
5 The Social Construction of a Writing Instructor: Sarah's Ideology
71(16)
And What Do You Want to Be When You Grow Up?
71(2)
Part-Timers: Servitude and the Creation of an Underclass
73(1)
Life beyond Teaching Writing: Just a Glimpse
73(1)
Hierarchical Structures
74(1)
The Colonization of Writing
75(1)
Part-Timers: Maintenance of an Underclass
76(1)
Back to Sarah's Story
76(1)
Anyone Can Teach ESL
77(1)
On to a Master's Degree
78(1)
Developing an Ideology of Teaching: Graduate Study and Practical Experience
79(1)
Out of the Public School System and on to Composition
79(3)
Sarah's Emergent Ideology
82(5)
6 From Ideology to Practice: Sarah Teaching
87(20)
Establishing Status as a Discipline
87(2)
Writing Classes Are Serious Classes
89(1)
Academic Writing
90(1)
The Academic "We"
91(2)
The Paragraph
93(1)
But One-Sentence Paragraphs Do Exist!
93(2)
The Essay and Research Paper
95(2)
Historical Themes Revisited
97(3)
The Rules Are Firmly Established
100(1)
Choosing a Research Topic and Source Materials
100(3)
More Numbers
103(1)
Summarizing and Paraphrasing
104(1)
Cognitive Approach Put to Practice
105(1)
Concluding Comments
106(1)
7 Proficient Student Writers in Context: Alan's and Zola's Stories
107(18)
Alan: My Student
109(8)
Zola: The Resisting Student
117(8)
8 Less-Proficient Student Writers in Context: Tan's and Araya's Stories
125(16)
Tan: The Networker
125(10)
Araya: The Silent(ced) One
135(6)
9 The Dialogical Construction of Success: Alan in Conference
141(18)
In Sync
141(1)
On Time
142(1)
Maintaining Face
143(1)
The Conference Begins
144(1)
Spelling, Punctuation, and Grammar
145(1)
Confusion
146(2)
Back on Track
148(2)
Alan Insinuates Himself into the Discourse of the Academy
150(1)
How to Get an Extension
151(1)
Fill-in-the-Blank
152(3)
The Second Conference
155(4)
10 Student and Instructor Spar for Control: Zola in Conference 159(16)
Who Is in Control Anyway?
159(1)
Do Not Speak of Grades
160(1)
How to Not Get an Extension
161(1)
Minor Editing: Who Gets Help and Who Does Not
162(3)
Zola Speaks to the Issues
165(2)
Structural Confusion
167(5)
Back on Track
172(3)
11 Oral Competence Supersedes Written Competence: Tan in Conference 175(12)
Privileging the Instructor's Position
175(1)
Power in Powerlessness
176(1)
Eliciting Compliments
177(1)
The Second Conference: Getting Personal
178(1)
Getting Explicit and Helpful Feedback
179(1)
Joking
179(1)
Terrible Confusion, Great Frustration
180(3)
A Teachable Moment Lost
183(1)
Decontextualizing a Sentence
184(1)
Final Grade
185(2)
12 Discourse without Dialogue: Araya in Conference 187(12)
Stranger in a Strange Land
187(1)
Least Proficient, Least Feedback
188(1)
Speaking outside the Text
188(1)
Sarah's Implicit Assumptions
189(3)
Lecturing in Conference
192(3)
Sarah's Efforts to Get to the Text
195(1)
Access Denied
196(3)
13 The Writing Course Overall and After All 199(22)
Students' Topic Choices
200(4)
Student Grades on Papers and in the Course
204(1)
Writing Conference Analysis
204(6)
Self-Reflection: My Behavior with Students
210(2)
The Nature of Beginnings and Endings
212(1)
This Is the End, My Friend
213(4)
Sarah's Final Overall Perceptions of the Four Students
217(1)
Tertiary Knowledge
218(1)
Ideological Perspective
219(2)
14 Speaking Bitterness, Offering Hope: Concluding Comments 221(16)
Historical and Present-Day Racism
221(1)
Establishing Writing as a Discipline
222(2)
Institutions Need to Change
224(1)
The Assault against Access
224(1)
Legacy, Athletes, and Affirmative Action
225(2)
Rethinking the Teaching of Writing
227(1)
And What of Writing Teachers?
228(1)
Stepping outside Oneself
229(1)
My Writing Courses
230(1)
The Different Worlds of Teaching Writing
231(2)
Writing Is a Social Act
233(1)
Identifying Oneself as an Outsider
234(1)
Problematic Practices
235(2)
Appendix: Interviewing Sarah and the Students 237(6)
Narrative Analysis
238(1)
Case Studies
239(1)
Student-Teacher Interactions
240(1)
Tertiary Knowledge
240(3)
References 243(8)
Index 251
Candace Mitchell is an assistant professor in the Graduate Program in Applied Linguistics at the University of Massachusetts Boston. Former editor of the Journal of Education at Boston University, she also edited (with Kathleen Weiler) the book Rewriting Literacy.