Download or read book Ideologies of Response in Composition Classrooms written by Matt Dowell and published by . This book was released on 2013 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project responds to a neglected, over decade-old call from Jane Fife and Peggy O'Neill for greater consideration of classroom contexts in scholarship on teachers' commenting practices. Drawing on Raymond Williams's reconceptualization of ideology, I examine how response occurs within larger contexts including societal, programmatic, institutional, and disciplinary expectations, how teachers and students operate within and against these expectations, and how their beliefs and actions shape the production and reception of response. Deploying data collected through a mixed-methodology approach including classroom observation, interview, textual analysis, and protocol analysis, I examine three first-year writing classes, the instructors for these classes, and students enrolled in the observed courses. Chapter 1 introduces the limitations of previous response scholarship and defines the various contexts that comprise the classroom context. Chapter 2 focuses on how the expectation for first-year writing as service shapes the production and reception of response. Chapter 3 examines how one instructor's use of a non-traditional grade alongside formative response and the student's reading of this response illustrate the complexities present between grading and response. Chapter 4 draws on the work of Elaine Lees, Louise Weatherbee Phelps, and Elizabeth Rankin to investigate how response may extend formatively across multiple texts and contribute to what I call "a cumulative project." In tracing this expansion of response across texts, I consider how the values and beliefs teachers and students have for response both facilitate and complicate such expansion. Chapter 5 concludes the project by demonstrating how the increased attention toward computer grading/response illustrates the central role response occupies in conversations about writing and writing improvement. I summarize the central role "the text" has played in the previous chapters and link this privileging of the text to these calls for computer grading. I argue that future response scholarship must be attentive to both the text and classroom contexts so as to demonstrate the full complexity of response to student writing.
Download or read book Teaching Practices and Language Ideologies for Multilingual Classrooms written by Bhusal, Ashok and published by IGI Global. This book was released on 2021-06-25 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: While standard language ideology (SLI) is harmful in its exclusion of minorities through expression of language and race, translingualism provides a positive scaffolding characterized by the disposition of openness. Translingualism suggests that each utterance creates meaning and is a direct rebellion against SLI. It privileges unprivileged varieties of English over so-called Standard English. In order to combat SLI, scholars have emphasized the need for congenial multicultural spaces where students can use their cultural and linguistic resources as an asset and which supports the idea of students learning from each other through their diversity. Teaching Practices and Language Ideologies for Multilingual Classrooms is an essential scholarly publication that examines the educational necessities for diverse student populations and multilingual students and provides rich teaching resources for guiding the creation of classroom environments that engage multilingual students and support their writing and problem-solving skills. Featuring a range of topics such as ethics, code-switching, and language education, this book is ideal for teachers, instructional designers, academicians, sociologists, administrators, language professionals, researchers, and students.
Download or read book Literacy Ideology and Dialogue written by Irene Ward and published by State University of New York Press. This book was released on 1994-08-30 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first scholarly examination of the use of dialogic theory and pedagogy by scholars and teachers of writing. Dialogic methods have become extremely important to many different approaches to pedagogy. However, no one has yet noted that such pedagogies are being espoused by scholars and teachers who have vastly differing theoretical and ideological orientations from one another. Given the fact that the same kind of pedagogy is being proposed by people from such widely differing perspectives, it is time for a substantial reassessment of the use of dialogic pedagogies in literacy education. Ward's critique of the "democratic" dialogue that expressivists, social constructionists, radical pedagogists, and poststructuralists profess should be read by all compositionists employing collaborative learning in their classrooms. Ward's pedagogy acknowledges and makes room for the differences among students that feminist and social constructionist pedagogies often ignore; it takes into account that social relationships outside the composition classroom can affect the relationships of students within it.
Download or read book Curriculum Theory written by Michael Schiro and published by SAGE. This book was released on 2013 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. The author analyzes four educational visions—Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction—to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs.
Download or read book Mutuality in the Rhetoric and Composition Classroom written by David L. Wallace and published by SIU Press. This book was released on 2000 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Wallace (rhetoric and composition, Iowa State University) and Rothschild (rhetoric and professional communication, Iowa State University) highlight the central role of rhetoric in the university. They argue that there is a clear connection between language and the construction of knowledge. They re-cast the roles of student and teacher, advocating greater equality, mutuality, and a shared authority. Chapters concentrate on issues of speech, student writing, interpretive agency, and changes in the discipline. Annotation copyrighted by Book News Inc., Portland, OR
Download or read book Concepts in Composition written by Irene L. Clark and published by Routledge. This book was released on 2019-05-13 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concepts in Composition is designed to foster reflection on how theory impacts practice, allowing prospective teachers to assume the dual role of both teacher and student as they enter the discipline of Writing Studies and become familiar with some of its critical conversations. Now in its third edition, the volume offers up-to-date scholarship and a deeper focus on diversity, both in the classroom and in relation to Writing Studies and literacy more broadly. This text continues to offer a wealth of practical assignments, classroom activities, and readings in each chapter. It is the ideal resource for the undergraduate or graduate student looking to pursue a career in writing instruction.
Download or read book African American Literacies Unleashed written by Arnetha F. Ball and published by SIU Press. This book was released on 2005-12-13 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pioneering study of African American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students. African American Literacies Unleashed: Vernacular English and the Composition Classroom approaches the issue of African American Vernacular English (AAVE) in terms of teacher knowledge and prevailing attitudes, and it attempts to change current pedagogical approaches with a highly readable combination of traditional academic discourse and personal narratives. Realizing that composition is a particular form of social practice that validates some students and excludes others, Arnetha Ball and Ted Lardner acknowledge that many African American students come to writing and composition classrooms with talents that are not appreciated. To empower and inform practitioners, administrators, teacher educators, and researchers, Ball and Lardner provide knowledge and strategies that will help unleash the potential of African American students and help them imagine new possibilities for their successes as writers. African American Literacies Unleashed asserts that necessary changes in theory and practice can be addressed by refocusing attention from teachers’ knowledge deficits to the processes through which teachers engage information relevant to culturally informed pedagogy. Providing strategies for unlearning racism in the classroom and changing the status quo, this volume stresses the development and maintenance of a real sense of teaching efficacy—teachers’ beliefs in their abilities to connect with and work effectively with all students—and reflective optimism—teachers’ informed expectations that all students have the potential to succeed.
Download or read book Controversy in the Classroom written by Diana E. Hess and published by Routledge. This book was released on 2009-05-26 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for "safe" knowledge and "safe" teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.
Download or read book Plurilingual Pedagogies written by Sunny Man Chu Lau and published by Springer Nature. This book was released on 2020-04-10 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book critically engages with theoretical shifts marked by the ‘multilingual turn’ in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities. It discusses methodological approaches that enable researchers and educators to observe and interact with these communities and to understand their teaching and learning needs. It also highlights pedagogical approaches and instructional strategies involved with learning and teaching language and/or content curriculum to students across various learning and educational contexts. The book addresses recent debates on the multi/plural turn in applied linguistics and articulates the limitations of these debates - particularly the absence of discussion of social power relations and contexts in applying different theoretical lenses. It features empirical research from primarily North American classrooms to highlight how plurilingual pedagogies take shape in unique educational contexts, resisting monolingual approaches to language in education. Furthermore, it includes commentary/response pieces from established scholars in dialogue with recent plurilingual research in the field, to put the work in critical perspective within extant theories and literature.
Download or read book Naming What We Know written by Linda Adler-Kassner and published by University Press of Colorado. This book was released on 2015-06-15 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.
Download or read book What Is Wrong With Our Schools The ideology impoverishing education in America and how we can do better for our students written by Daniel Buck and published by John Catt. This book was released on 2022-12-09 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: "What is wrong with our schools?" is the question everyone seems to be asking, or more like screaming nowadays. Standard answers point to everything from school funding to unions to bureaucracies and more. In this book, Daniel Buck provides a different answer: flawed ideas - ideas about instruction, curriculum, even human nature itself - are the root cause of American schooling's dysfunction. Touching on philosophy, contemporary educational studies, cognitive science, and his own experience in the classroom, Buck argues that so long as we build our system on incorrect first principles, all other reforms are for naught. In place of the progressive education that pervades our schools, Buck argues for a traditionalist approach - classic literature, direct instruction, sequenced curricula, clear rules and consequences - as the education we need for the future.
Download or read book Ideological Messaging and the Role of Political Literature written by Çak?rta?, Önder and published by IGI Global. This book was released on 2017-03-20 with total page 355 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many avenues for displaying political agendas, with a prominent one being literature. Through literature, the voices of political parties and ideals can enlighten those in the present, and can even be preserved for centuries to come. Ideological Messaging and the Role of Political Literature provides a detailed study of how contemporary political messages are portrayed and interpreted via the written word. Featuring relevant coverage on topics such as literary production, women in politics, identity, and travel politics, this publication is an in-depth analysis that is suitable for academicians, students, professionals, and researchers that are interested in discovering more about political messages and their effects on society.
Download or read book A Short History of Writing Instruction written by James J. Murphy and published by Routledge. This book was released on 2012-05-04 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: Short enough to be synoptic, yet long enough to be usefully detailed, A Short History of Writing Instruction is the ideal text for undergraduate courses and graduate seminars in rhetoric and composition. It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, the rise of vernaculars, and writing as a force for democratization. The collection is rich in scholarship and critical perspectives, which is made accessible through the robust list of pedagogical tools included, such as the Key Concepts listed at the beginning of each chapter, and the Glossary of Key Terms and Bibliography for Further Study provided at the end of the text. Further additions include increased attention to orthography, or the physical aspects of the writing process, new material on high school instruction, sections on writing in the electronic age, and increased coverage of women rhetoricians and writing instruction of women. A new chapter on writing instruction in Late Medieval Europe was also added to augment coverage of the Middle Ages, fill the gap in students’ knowledge of the period, and present instructional methods that can be easily reproduced in the modern classroom.
Download or read book Upsetting Composition Commonplaces written by Ian Barnard and published by University Press of Colorado. This book was released on 2014-10-15 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them. While acknowledging that some of the foundational insights of poststructuralist theory can be difficult to translate to the classroom, Barnard upends several especially intransigent tenets that continue to influence the teaching of writing and how students are encouraged to understand writing. Using six major principles of writing classrooms and textbooks—clarity, intent, voice, ethnography, audience, and objectivity—Barnard looks at the implications of poststructuralist theory for pedagogy. While suggesting some evocative poststructuralist pedagogical practices, the author focuses on diagnosing the fault lines of composition's refusal of poststructuralism rather than on providing "solutions” in the form of teaching templates. Upsetting Composition Commonplaces addresses the need to more effectively engage in poststructuralist concepts in composition in an accessible and engaging voice that will advance the conversation about relations between the theory and teaching of writing.
Download or read book A Short History of Writing Instruction written by James Jerome Murphy and published by Routledge. This book was released on 2012 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Short History of Writing Instruction preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition.
Download or read book Language Ideologies written by Roseann Duenas Gonzalez and published by Routledge. This book was released on 2021-10-14 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do educators balance the rights of the rapidly growing percentage of the United States' population whose first language is not English or whose English differs from standard usage with the rights of the majority of students whose first and generally only language is English? This two-volume set addresses the complicated and divisive issues at the heart of the debate over language diversity and the English Only movement in the U.S. public education. Blending social, political, and legal analyses of the ideologies of language with perspectives on the impact of the English Only movement on education and on classrooms at all levels, Language Ideologies: Critical Perspectives on the Official English Movement offers a wide range of perspectives that teachers and literacy advocates can use to inform practice as well as policy. This exhaustive, two-volume collection not only updates existing information on the English Only movement in the United States, but also includes the international context, looking at the emergence of English as a world language through a postcolonial lens. The complexity of the debate is also reflected in the exceptionally diverse list of contributors, who speak from varying disciplines and backgrounds including sociology, linguistics, university administration, the ACLU, law, ESL, and English. Both volumes explore the political, legislative, and social implications of language ideologies. Volume 1: Education and the Social Implications of Official Language focuses in particular on the consequences for the classroom. In Volume 2: History, Theory, and Policy, the focus is on the implications for policymakers and language-program administrators.
Download or read book Language Culture Identity and Citizenship in College Classrooms and Communities written by Juan C. Guerra and published by Routledge. This book was released on 2015-10-05 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students’ various communities of belonging, especially students who have been historically underserved. This framework reflects an emerging perspective—writing across difference—that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.
