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Free Composition studies Essays and Papers

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    Conversation in the scholarship of composition studies and the subfield of service-learning has flourished over the past several decades. This is due to the growing popularity of pairing composition studies with community engagement and activism. In service-learning writing courses, students either “compose texts for non-profit or community organizations, connect social theories with the experiences of disenfranchised groups, learn about literacy and community theory through tutoring experiences

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    Composition and Rhetoric (a.k.a. Writing Studies): A Flexible Field In his essay, "Teach Writing as a Process not a Product," Donald Murray outlines the major difference between the traditional pedagogy that directed the teaching of writing in the past and his newly hailed model. Traditionally, Murray explains, English teachers were taught to teach and evaluate students' writing as if it was a finished product of literature when, as he has discovered, students learn better if they're taught that

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    Times, “What Should Colleges Teach?” and Maxine Hairston wrote in College Composition and Communication, “Diversity, Ideology, and Teaching Writing.” Within both of these articles, Hairston and Fish agree with each other and my High School experience that Composition classes are not focusing on the right things. Classrooms have shifted focus within the past couple of years, and Stanley Fish decided to see what exactly composition courses have been teaching. Subsequently, he asked to see the lesson plans

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    “change” or “transform” life, its quality, or its effect. And one of the most prolific generators of pronouncements of future effect has been that enterprise commonly called the “computer revolution.” Given that the technologized nature of composition renders it just as prone to pronouncements as to how “things will be”, and given that it’s important to assess any major enterprise by comparing outcomes to original claims, it makes sense that techno-compositionists have been making reflective

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    Responding to Student Writing

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    responding to student writing, the end notes, the marginalia, is hugely influential to student writing, but largely ignored. John Swales might identify this kind of text as an “occluded” genres—texts that are produced on a very regular basis in a composition class (including syllabus, assignment prompts, etc), but are largely ignored or viewed as inconsequential. The result of this kind of ignored text is that responses to student writing vary greatly and, when scrutinized, generally demonstrate very

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    Writing Processes in Education

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    It may seem that teaching methods would change as often as the students as each year welcomes a new set of unique personalities and backgrounds. However, this is not the case. Teaching approaches generally tend to happen in shifts as new studies reveal more effective means of reaching students. A popular trend among writing programs is to adopt what is being called the process approach to writing instruction. This is a very different approach from the old form of teaching which is called the product

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    consider necessary for teaching is available through ETAP." So I had thought and so I wrote in my application for admission to the doctoral program. 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

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    theorizing that is current in writing center scholarship is the concept of collaboration between tutors and students. Because of the overarching framework of social constructivism that currently drives theorizing in a multitude of disciplines—e.g., composition, literature, history, sociology, anthropology—it is not surprising that writing center scholars also use this framework to question the kind of knowledge that tutors create in tutorial sessions (see Grimm 1999, Murphy 1995, Carino 1995, Hobson 1994)

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    Two Main Categories of Collaboration

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    Writing Teacher’s Sourcebook. Eds. Gary Tate and Corbett. New York, NY: Oxford UP: 1988. 238-247. Yancey, Kathleen Blake, & Spooner, Michael. “Collaborative/Social Process Theory.” in Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies. Ed. Mary Kennedy. Westport, CT: Greenwood Press, 1995. 37-41. Zeni, Jane. “Oral Collaboration, Computers, and Revision.” in Writing With: New Directions in Collaborative Teaching, Learning, and Research

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    Few would argue with the statement that writing skills are in state of decline. It is readily apparent that something needs to be done to resolve the issues that are preventing students from grasping the fundamentals of composition. However, there is a divergence of opinion when it comes to determining the cause of the nation’s writing ails. Many blame technology, giving cell phones and television particular attention. Others give technology a more indirect blame, claiming that email, instant messaging

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