Wardle and downs writing about writing

Writing about writing citation

Charlton writes, "Students were engaged and were developing research questions and projects that rivaled my on senior-level composition theory class, both in terms of complexity and overall quality of finished products. In an article titled "Seeing is Believing: Writing Studies with 'Basic Writing' Students," Charlton reports that some see value in teaching first-year composition from a cultural studies approach because not only does this allow for composition instructors to teach what they love, but the types of reading promote critical thinking and analysis—two goals many first-year composition courses have. It does so by making writing itself the subject of inquiry. I adopted it as my text simply because it just does a great job at getting students to be invested in improving their own writing practice. And I wonder how differently our students might understand writing if they had similar opportunities. There is a major difference between the type of course he and Wardle advocate from first-year writing and a course that serves as in introduction to a writing major. Benefits[ edit ] In "Teaching About Writing, Righting Misconceptions," Downs and Wardle discuss several benefits they found WAW affords students including: [4] an increased self-awareness about writing improved reading abilities improved confidence as a student raised awareness of research writing as conversation WAW asks students to read about writing and various processes, which allows them to identify what works for them. Earning the condemnation of an entire department is bracing-and ironic when the scholarship of some of the signatories — for me, Schwegler and Shamoon — planted seeds of ideas they find unworkable. Unlike many new composition readers, this one has a ready-made audience. It presents students with challenging and engaging readings that really make them think, become critical readers, and most of all, critical writers. And now the movement has a textbook. Furthermore, a course centered on composition studies helps composition scholars use their expertise in the classroom, while it also helps educate the many teachers of composition who have backgrounds in literature or creative writing. A new sequence of readings in Part Two Chapters reflects the feedback of Writing about Writing teachers. Buy Home Features New to This Edition Reviews Join the movement that is transforming First-Year Composition Since its initial publication, Writing about Writing has empowered tens of thousands of students to investigate assumptions about writing and to explore how writing works. They take issue with Downs and Wardle's "dismissal of the importance of teaching situated procedural knowledge", [8] most notably the rhetorical situation.

Most obviously, having students focus on writing, rhetoric, discourse, and the like is a way of reducing the tension that often exists when composition teachers try to discern how much of the course should be devoted to the practice and craft of writing and how much of the course should be devoted to the theme or content area.

Based on Wardle and Downs's research and organized around major threshold concepts of writing, this groundbreaking book empowers students in all majors by showing them how to draw on what they know and engage with ongoing conversations about writing and literacy.

wardle and downs writing about writing

In the article, Downs and Wardle deny the existence of a universal educated discourse, which conflicts with first-year composition goals of preparing students to write across the curriculum.

This course sought "to improve students' understanding of writing, rhetoriclanguage, and literacy" and promoted a view of reading and writing as scholarly inquiry, encouraging "more realistic conceptions of writing.

writing about writing 3rd edition ebook

The third edition makes studying writing even more accessible and teachable, with a new overview of rhetoric, a stronger focus on key threshold concepts, scaffolded reading guidance for challenging selections, and a new section in the instructor's manual with responses to frequently asked questions.

At the same time, these very articles will contribute to the growth of instructors who are new to composition studies or who teach first-year writing without regularly participating in relevant scholarly communities.

Downs, Doug, and Elizabeth Wardle.

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Kelly Ritter. In short, the field is ripe for the Writing about Writing textbook. Visual maps to support reading in each chapter guide students through foundational or challenging selections.

Writing about writing word

It presents students with challenging and engaging readings that really make them think, become critical readers, and most of all, critical writers. In Writing about Writing, that scaffolding appears in many forms: an introductory chapter that explains the approach of the book and uses a few articles to help prepare students to read scholarly writing; student-friendly introductions to each chapter as well as to each article; the framing questions mentioned above; and the inclusion of student writing as well as several texts from popular writers. As public perception often shapes public policy, this uninformed view of composition as a legitimate field of study has contributed to a lack of funding and emphasis on composition classes in academia. This course sought "to improve students' understanding of writing, rhetoric , language, and literacy" and promoted a view of reading and writing as scholarly inquiry, encouraging "more realistic conceptions of writing. Major Writing Assignment options in every chapter provide scaffolded instruction for engaging in writing studies research at an appropriate level for first-year students. Accessible explanations, scaffolded activities, and thoughtful questions help students connect to the readings and transfer their writing-related skills from first-year composition to writing situations in other college courses, work, and their everyday lives. They list several reasons as to why WAW is a "smart choice" in terms of an approach to teaching first-year composition: [12] WAW engages students in a relevant subject WAW engages students' own area of expertise WAW helps students transfer what they learn WAW has been extensively class tested—and it works. Some might mourn the lack of full definitions and explanations common to composition rhetorics regarding such concepts as classical rhetoric, Rogerian argument, Toulmin logic, and so forth or might supplement the text with attention to peer review, writing style, or genre conventions. In short, the field is ripe for the Writing about Writing textbook. A mixture of selected readings from both scholars, authors, and students are provided, as well as various activities and discussion questions associated with the readings. How do communities shape writing? A milestone in the field of composition, Writing about Writing continues to be the only textbook to provide an approach that makes writing studies the center of the introductory writing course. How do you make yourself heard as college writer? The third edition makes studying writing even more accessible and teachable, with a new overview of rhetoric, a stronger focus on key threshold concepts, scaffolded reading guidance for challenging selections, and a new section in the instructor's manual with responses to frequently asked questions. Some even question Downs and Wardle's motives, and see WAW as a ploy in "recruiting" more students to become majors in the field.

Downs and Wardle expanded have produced an accompanying textbook, Writing about Writing: A College Reader, which was published in The readings chapters have been updated and streamlined, and as in past editions they are supported with introductions, scaffolded questions, and activities.

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