Free Composition studies Essays and Papers

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

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

“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

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

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

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

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

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

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

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)

failed writing attempts, then the detached feelings that followed, and lastly, I will explain my specific issue with Research. My journey of many writing failures began when I first started college at IvyTech. I was majoring in Nursing so English Composition courses are a required prerequisite for the program. It was my second semester and I had received great grades and couldn’t wait to finish the spring semester so I could apply for the nursing program. It was the first week of taking English Comp

Comparative Style-book Essay Two well-know style books are The Elements of Style, by Strunk and White, and Style Toward Clarity and Grace, by Williams. Both of these books are very beneficial, discussing grammar rules, style, and composition, all with the aim to make its readers better writers. They teach readers to use proper techniques and proofread their papers so they can improve their writing style. Although the books goals are the same, each one approaches it in a different way, emphasizing

I’ve chosen to emphasize on the “Writing Process” as the subject for this reflective introduction, using my literacy narrative paper, “Mother Knows Best,” as an example on how significant this learning outcome has been to my growth in this course and as a writer. I chose this learning outcome because as I look back I remember that I had the same thought process with each project that was given to us. After much deliberation, the writing process is an essential part of making a good paper, and will

linguist, whatever it is that one wants to become better at will involve an open-mind and the ability to learn combined with some motivation. According to Kirsten Jensen, “Although writing is associated with creativity, the writing process involves study and effort, as well as sensitivity and talent.” The first step taken often includes becoming open-minded to resources available in order to further ones ability, whether it’s athletic or academic. After making the conscious decision to open oneself

Your Writing Style How can one person know what good style is when writing a paper? Where is it written that we as students should have to follow specific guidelines while writing? Anyone wanting to make their writing clear, precise, and simply correct will usually try following some type of guideline, or book in order to perfect their own writing style. After reading both The Elements of Style by Strunk and White, and also Williams’s Style toward Clarity and Grace I can see why teachers

Style: Strunk & White vs. Williams Writing correctly is something that many people find hard to do! I know this, because I use to feel the same way. I have had many English classes in my time, where teachers would sit next to me, and correct my errors sentence by sentence as I went along. All the while asking me if I understood what why what I did was wrong. I remember saying that I understood, but I really didn't. That was something that I didn't like at the time, but I am now very appreciative

that the professor and the course were not at all intimidating as I assumed, the professor took time from his busy schedule to help his students to further improve their writing and the writing topics were very stimulating and thought provoking. Composition 1 has helped me learn more about myself and my writing skills, which allowed me to further self-evaluate myself, find where I need improvement and become motivated to change. As we approached the due date for the first essay assignment, the professor

Throughout this portfolio, I demonstrate my abilities to critique my own writing and to make an argument based on evidence and analysis. My revised papers are the evidence, and the analysis I make is how these papers show my growth, improvement, and now capable writing abilities to meet the outcomes of English 131. In the very creation of this portfolio, in addition to the revised essays, I accomplish multiple global objectives for this class. These objectives include writing a complex claim, writing

When I was a child, I began to write the sentences from the pictures. Maybe, I was lack of imagination at that time, so I couldn’t make out a few words even when I tried my best. Later, I wrote the narration that was boring. I always did not know what to write. I still remember, one night I was struggling with writing. The writing topic was “the happiest day”. I was happy when I got an “A” on math test, made new friends and so on. I had all the happiest things but I just didn’t know how to write

English was my least favorite subject. I hated reading, I hated writing, I even hated doing research. In My first semester here at Columbus State, I took an English 1100 class. In that class, I rarely came to class, turned every single paper in late, and I didn’t even show up for the final and ended up failing that course. I had to retake English 1100 in order to follow through with my Academic plans. I didn’t realize that I needed to change till after the first 2 papers of this semester. I learned