Download or read book Teachers Discourses and Authority in the Postmodern Composition Classroom written by Xin Liu Gale and published by SUNY Press. This book was released on 1996-01-01 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the teacher's role and the teacher's authority in postmodern academic settings.
Download or read book Teachers Discourses and Authority in the Postmodern Composition Classroom written by Xin Liu Gale and published by State University of New York Press. This book was released on 1996-01-04 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a sophisticated analysis of the teacher's role and authority in postmodern academic settings. Xin Liu Gale argues that the teacher's authority is inevitable and indispensable in effective teaching, and that, furthermore, it is necessary for "symbolic imposition." The author insists that teachers and scholars should explore how the teacher's authority functions in the pedagogic context and how it can help students develop critical literacy. Influenced by the works of Mikhail Bakhtin, Pierre Bourdieu, Jean-Claude Passeron, Paulo Freire, Richard Rorty, and various poststructuralist theorists, Gale investigates the complex relationships among the teacher's and the institution's authority, the teacher's discourse(s) and social and pedagogic roles, and students' discourse(s) and diverse backgrounds. She then proposes a two-level interactional model of teaching that is based on a new discourse relationship characterized by the "edifying" role of the teacher.
Download or read book Composition Theory for the Postmodern Classroom written by Gary A. Olson and published by State University of New York Press. This book was released on 1994-05-24 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: Composition Theory for the Postmodern Classroom is a collection of the most outstanding articles published in the Journal of Advanced Composition over the last decade. Together these essays represent the breadth and strength of composition scholarship that has fruitfully engaged with critical theory in its many manifestations. In drawing on the critical discourses of philosophers, feminists, literary theorists, African Americanists, cultural theorists, and others, these compositionists have enriched the discourse in the field, broadened intellectual conceptions of the multiple roles and functions of discourse, and opened up an infinite number of questions and new possibilities for composition theory and pedagogy.
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 Writing from the Margins written by Carolyn Ericksen Hill and published by Oxford University Press, USA. This book was released on 1990 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Too often both composition teachers and their students experience knowledge and authority as unchanging entities that cannot be challenged in classroom exchanges. Drawing on feminist, cultural, and poststructuralist theory, as well as work in the rhetorical tradition and composition studies, Hill offers less debilitating methods of thinking that teachers can model for their students. Richly illustrated with examples of classroom interactions and student work, the book also shows teachers how to enrich their own intellectual and political lives within the academy.
Download or read book The Misteaching Of Academic Discourses written by Lilia I Bartolome and published by Routledge. This book was released on 2019-07-11 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses the significance of teaching working-class linguistic minority students academic discourse styles necessary for success in school and describes one teacher's attempts to do so. It is for all those educators who are faced with issues of language, race, and class.
Download or read book Teaching the Postmodern written by Brenda Marshall and published by Routledge. This book was released on 2013-10-28 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brenda Marshall engages with both literary texts and theory, providing an accessible and rigorous introduction to everything you wanted to know about postmodernism.
Download or read book When Students Have Power written by Ira Shor and published by University of Chicago Press. This book was released on 2014-12-10 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: What happens when teachers share power with students? In this profound book, Ira Shor—the inventor of critical pedagogy in the United States—relates the story of an experiment that nearly went out of control. Shor provides the reader with a reenactment of one semester that shows what really can happen when one applies the theory and democratizes the classroom. This is the story of one class in which Shor tried to fully share with his students control of the curriculum and of the classroom. After twenty years of practicing critical teaching, he unexpectedly found himself faced with a student uprising that threatened the very possibility of learning. How Shor resolves these problems, while remaining true to his commitment to power-sharing and radical pedagogy, is the crux of the book. Unconventional in both form and substance, this deeply personal work weaves together student voices and thick descriptions of classroom experience with pedagogical theory to illuminate the power relations that must be negotiated if true learning is to take place.
Download or read book Reinventing The University written by Christopher Schroeder and published by . This book was released on 2001-03 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Christopher Schroeder spends almost no time disputing David Bartholomae's famous essay, but throughout ReInventing the University, he elaborates an approach to teaching composition that is at odds with the tradition that essay has come to represent. On the other hand, his approach is also at odds with elements of the pedagogies of such theorists as Berlin, Bizzell, and Shor. Schroeder argues that, for students, postmodern instability in literacy and meaning has become a question of the legitimacy of current discourse of education. Schroeder is committed, then, to constructing literacies jointly with students and by so doing to bringing students to engage more deeply with education and society.
Download or read book Authority to Speak Sites of Production Multimodal Composition and the Will to Write written by Madeline Marie Hagaman and published by . This book was released on 2012 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the composition classroom, authority has historically been yoked to paradigms of the self, subjectivity, and agency. In the wake of Postmodern critical theory's destabilization of the subject and new media's transformative effect on writing practices, scholars in the fields of Rhetoric and Composition have worked to articulate classroom practices that reflect and enact these theoretical shifts. However, these practices often revolve around a single paradigm of the writing subject, and in so doing, students develop a narrow version of authority. In this essay, I will argue for what I am calling a "practice of authority," designed to help students mobilize, negotiate, and deploy the authorizing moves embedded within a particular discourse, genre, or site of production. Authority, as I define it, is perceived credibility. Credibility can be understood as a certain kind of expertise or knowledge within a particular field, but I am more interested in how a writer generates credibility. What forms does credibility take in language practices? What sorts of rhetorical moves make that credibility visible to members of the community with which you chose to communicate? And finally, how can we help our students to recognize, negotiate, and deploy the authorizing moves that are valued within a given form. Investigating recent scholarship in genre criticism and rhetorical ecologies, I argue that a practice of authority can not only help students to enter existing discourses, but through an emphasis on multimodal composition, it can also help students to become active shapers of what constitutes authority within a given site of production. This essay concludes with a sample set of assignments built to help students develop a practice of authority.
Download or read book Creating the Premodern in the Postmodern Classroom written by Anna Riehl Bertolet and published by Acmrs Publications. This book was released on 2018 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: A unique collection of essays that provides theoretical basis for the value of using creative teaching assignments in Medieval and Renaissance history and literature classes and offers a whole toolbox of practical suggestions that allow students to connect course material to their own experiences and help them care more about the material they are seeking to master. First and foremost for teachers of the pre-modern to adapt and use in college courses of all levels, many of the assignments are also adaptable for a high school classroom. In addition, this volume reaches into broader questions of pedagogical methodology, philosophy, and theory. The contributors reflect on the value and necessity of creative teaching and learning, on using non-traditional classroom activities to tether the students to the material in a more intimate, deeper conceived, and often transformative engagement.
Download or read book A Rhetoric for Writing Teachers written by Erika Lindemann and published by Oxford University Press, USA. This book was released on 1987 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: concise yet comprehensive, this practical handbook summarizes important research in the teaching of composition and shows how to apply it in the classroom. This new edition has been substantially revised, bringing the material as well as the bibliography up to date with current scholarship.
Download or read book Under Construction written by Christine Farris and published by . This book was released on 1998-11 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Few composition scholars two decades ago would have imagined the rate at which their field is now developing, expanding beyond its boundaries, creating new alliances, and locating new sites for research and generation of knowledge. In their introduction to this volume, Farris and Anson argue that, faced with a welter of competing models, compositionists too quickly dichotomize and dismiss. The contributors to Under Construction, therefore, address themselves to the need for commerce among competing visions of the field. They represent diverse settings and distinct points of view, but their over-riding interest is in promoting a view of the field that values interaction and mutual development above dogmatics and isolation.
Download or read book Fragments of Rationality written by Lester Faigley and published by . This book was released on 1992 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: An assessment of the study and teaching of writing against the larger theoretical, political and technological upheavals of the past 30 years, Fragments of Rationality asks why composition studies has been less affected by postmodern theory than other humanities and social science disciplines. For Lester Faigley, the very conservativism of composition teaching - which has resisted the challenges of postmodern thought - makes it a revealing object of study.
Download or read book Opening Spaces written by Joe Marshall Hardin and published by SUNY Press. This book was released on 2001-03-01 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the relationship between instruction and academic culture in the college writing classroom.
Download or read book The Mediational Role of Teacher Discourse in Students Opportunities to Learn and Become Academic Writers written by Erin M. Bird and published by . This book was released on 2018 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: The teaching and learning of writing in the elementary classroom setting is a complex process. As students participate in the classroom community and write, they engage not only in the cognitive task of academic writing, but in various social practices as well- negotiating positionality, developing identities, cultivating understandings of genre, and navigating language resources in order to communicate. While the myriad factors that mediate students' writing development have been theorized and documented, few studies delve into the complexity of the teaching and learning of writing in the elementary classroom. One particularly understudied area is the writing conference. Through talk in the conference, teachers highlight the development of ideas and meaning making during drafting, and effectively and efficiently support individual needs (Black, 1998; Dyson, 1999; Smagorinsky, 2001). Despite the potential power of the writing conference, few studies examine the nature of teacher-student interaction in these moments and explore their affordances for learning at the elementary level without minoritizng students' language and literacy practices and, thus, the very identities of youth. This study, a qualitative case study of two exemplar teachers' writing conferences in a diverse, public, elementary school-examines the discursive moves of the teacher and student within the dyad of the writing conference. Specifically, I examine patterns in writing discourse, teacher positioning, and student positioning across writing conferences. Within this frame, I ask: How do two writing teachers' conference discourse mediate opportunities for students to learn and become academic writers? This study draws on ideas of discourse from sociocultural theories of Gee and Bakhtin to conceptualize teacher-student interaction, Lave and Wenger's concepts of communities of practice and brokering to explain teachers' and students' practices in the writing workshop, and positioning theories as an analytic tool for writing conferences to investigate teacher-student interactions in diverse contexts. A qualitative approach allowed for an in-depth examination across multiple instantiations of the writing conference, in two intermediate-grade classrooms, which yielded "thick descriptions" (Geertz, 1973) of the nature of writing time in the two classrooms (Stake, 1995; Yin, 2006). Further, a micro-analytic approach to qualitative analysis helped to identify patterns in teacher-student discourse in writing conferences and understand how they mediated students' opportunities for learning and identity development as writers. The comparative case design helped to surface themes across these two high-quality teachers and their students-as well as identify features that made them distinct. The three main sources of data which informed the present analysis were video recordings of classroom observations, field notes, and interviews with both the teachers and students. I analyzed multiple dialogic facets present in the writing conference and how those facets mediated understanding of writing practices and positioned the student, teacher, and text. I examined the language each participant employed, as well as how the teacher and student used semiotic features including gaze, gesture, roles, spaces, and objects throughout the conference to communicate with one another (Taylor, 2014). This study illuminates how teacher talk, demonstrated through pedagogical practices, positions the teacher and student, and thus impacts access to and support for learning academic genres for elementary writers. Through their different pedagogical approaches, the teachers framed what it meant to write and participate in the writing conference in different ways, and thus created different norms for engagement in the classroom community. Mr. Branson mediated opportunities for learning through his explicit teacher discourse, creation of a shared language, attunement to students' social and emotional development, and positioning students as writers. Conversely, Ms. Young took up a more dialogic teacher discourse, through her use of questioning. She elicited student understanding and used student responses as a guide for her instruction; decentered her authority; positioned writing as a collaborative endeavor; and positioned students as authors. Each teacher's discourse and conference structure provided particular affordances for student learning. Mr. Branson provided frequent, explicit, individualized support through conference dyads, reinforcing and repeating curricular foci-coaching his students to work hard to arrive at the "next level" of writing proficiency. Alternatively, Ms. Young's distributed conference structure illuminated how she apprenticed students into participation in the writing community as a collaborator, through her use of guided questions, affirmations, and facilitation of group talk-positioning writing as a social act. Both teachers found opportunities to position students as writers capable of engaging in complex writing tasks, and built relationships that offered support to take up the conference storyline and ultimately take up academic writing practices and identities. This study helps to understand the importance of attention to all facets of the student's experience within the classroom and supports further dialogue within education about how to support and cultivate the social emotional dimension of learning for students. Furthermore, this study may also contribute more broadly to theories of teacher discourse and student learning more broadly. Together, the theoretical and pedagogical insights from this work can be leveraged to support elementary writing teachers to improve their practice.
Download or read book Moving Beyond Academic Discourse written by Christian R. Weisser and published by SIU Press. This book was released on 2002 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Weisser (English, U. of Hawaii, Hilo) addresses the issue of how to move writing instruction into the public sphere. Coverage includes the historical background, recent progressive theories in composition studies on writing as a site of political and social engagement, existing theoretical conversations and how they are understood within contemporary social and cultural theory--with a focus on the work of Jurgen Habermas, the role of the intellectual in postmodern society, and the degree to which the material conditions of academic life allow for public intellectualism. For theorists, teachers, and writers at all levels. Annotation copyrighted by Book News, Inc., Portland, OR
