Composition Classroom

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  • Technology in the Composition Classroom

    4250 Words  | 17 Pages

    If instructors of creative writing have been slow to embrace the pedagogical role of computers, their reluctance conforms to a long-standing trend among teachers in the humanities. The tendency to resist the introduction of computers in the classroom, however, grows out of an antiquated conception of the relationship between academia and society at large. "Teachers in the humanities," Fred Kemp maintains, "have all too often blithely assumed that what they have to teach is protected from societal

  • Creative Writing in the Composition Classroom

    3568 Words  | 15 Pages

    Walking inside the typical composition class, one can expect to see the students crafting the five-paragraph essay or working on a persuasive piece as they try to argue they side of an in-class debate. Composition classes do not only work on a studentís writing, they also get the students to think through their writing (at least the good ones do). There is a certain well-accepted style to teaching writing in the traditional composition class, and it works very well for many students and teachers

  • Teaching and Learning in a Networked Composition Classroom

    5654 Words  | 23 Pages

    Teaching and Learning in a Networked Composition Classroom In her essay “Technology and Literacy: A Story about the Perils of Not Paying Attention,” Cynthia L. Selfe notes that “technology is either boring or frightening to most humanists; many teachers of English composition feel it antithetical to their primary concerns and many believe it should not be allowed to take up valuable scholarly time or the attention that could be best put to use in teaching or the study of literacy” (Self 412).

  • Defining Higher Education in Commodity-based Terms

    1491 Words  | 6 Pages

    Defining Higher Education in Commodity-based Terms Literacy in the context of a computer mediated writing classroom is the basis of many a discussion in English departments across the academic universe. All along the spectrum of opinions, theories, practices and perspectives, there is the general consensus that technology, from the most advanced microchip to a well-sharpened pencil, is useful. From this point, though, begins a departure. As the goals of higher education are debated amongst

  • The Classroom: An Intellectual Community

    760 Words  | 4 Pages

    The Classroom: An Intellectual Community -Perhaps I should have become a professor of Literature rather than a teacher, but for me that would be taking the easy way out. Literature promotes the discussion of ideas, something which most other subjects to do not. So, I want to take those aspects of the college classroom which have most affected my learning process and apply them at a high school level. I believe that the healthiest classroom situation comes not from a philosophy of teaching

  • The Pros And Cons Of Peer Abortion

    1424 Words  | 6 Pages

    a college composition class has been in place for several decades. There are many studies regarding the benefits and downfalls of peer collaboration. One such report presented by Kenneth Bruffee in 1984 calls peer collaboration the “conversation of mankind” (Bruffee 647). He says as early as 1978 the members of the MLA (Modern Language Association) were discussing peer collaboration at their annual meetings in reference to teaching literature. In 1982, at the MLA conference composition instructors

  • The Importance Of Chronemics In Speech

    1130 Words  | 5 Pages

    Some situational characteristics that are applicable to my classroom audience are size, chronemics, and location. Furthermore, size refers to amount of individuals present for the speech. In my context, I will be delivering to classroom size of approximately thirty students and one instructor. Another significant factor to consider is chronemics. In the book Speak Up! Third Ed. authors Douglas M

  • Structuring a Successful Composition Course

    1678 Words  | 7 Pages

    would structure my classroom for a composition course creates a dilemma for me. I had a great experience in my high school composition courses. I really responded to how it was taught and made a personal connection to the work I was doing. Originally, I wanted to model my classroom after the one I had loved so much. The readings I have done concerning postmodern techniques being used in a composition course have also seemed very appealing to me, but present a different classroom experience. James

  • Social Contextual Perspective Of Language

    1551 Words  | 7 Pages

    properties and the language in use in a social context. Different from cognitive model which focuses on the mental and cognitive processes of writing, linguistic model of writing focuses on sentence level and the use of language in the process of composition. Linguistic factors such as syntax, semantic, phonological, lexical, and discourse are all involved in the writing process. In this respect, the use of simple linguistic factors and frequently used vocabulary may reduce the difficulty level of the

  • Effective Teaching Practices in the Writing Classroom

    2361 Words  | 10 Pages

    At the same time, realizing that I still would need a solid grounding in my subject area to teach composition and rhetoric, my goal for pursing a Ph.D., I co-matriculated the next semester into the English Department's M.A. program on the writing sequence. Returning to school from a corporate background meant that, while I had trained individuals and small groups in the workplace, I had had no classroom experience with teaching writing. As well, the sun has risen so many times on my memories of learning

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