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Critical review of helping students meet the challenges of academic writing
Critical review of helping students meet the challenges of academic writing
The Philosophy of Composition analysis
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Experience shapes us, randomness shapes us, the stars and weather, our own accommodations and rebellions, above all, the social order around us.
Adrienne Rich, "Of a Women Born"
My four-year old daughter now has the yearning to learn how to write. She scribbles illegible swirls, which she says is her story about a princess. She prints her name "Olivia" on books, magazines, and on her drawings. When she has a pen or crayon in hand she has an immediate urgency to write her name and where ever there is a flat surface she prints her name incorrectly. When I tell her there are not two "I"s in her name and attempt to show her the correct spelling, she throws her crayon in the air. What is essential and what I must remind myself is that at the moment, in her world, the spelling of her name is Oliia. When I hover over her shoulder as she scribbles, she stops writing. She feels inhibited, so now I resist teaching her writing. This is how I imagine many teachers feel when faced with a pile of essays written by high school students, which are streamed with grammatical errors and incoherent sentences. They feel apathy, as do many students, about writing. After reading texts required for our composition theory class, I sympathize with students', teachers' and my daughter's frustration. Time is spent on error identification and what constitutes a finished piece, rather than on the potential of a piece of writing and the process of completing that piece. Time is not spent on how to create a "good" piece, or as Donald Murray describes, "rehearsal, drafting, revision and connecting." In a sense I could say Olivia is rehearsing the spelling of her name. It is no wonder she is throwing her crayon in the air, because I am correcting her versus ...
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...se for Conflict." Contending with Words. New York: The Modern Language Association of America, 1991. 105-124.
Kirsch, Jesa E. Ritcie, Joy S, "Beyond the Personal: Theorizing a Politics of Location in Composition Research." College Compositon and Communciation 46 (Feb. 1995):7-19.
Murray, Donald M. A writer teaches writing. Boston: Houghton Mifflin Company. 1968.
Rich, Adrienne. Of Woman Born. New York: W.W. Norton & Company.1986.
Royster, Jacqueline Jones. "When the First Voice You Hear Is Not Your Own." College Composition and Communication 47.1(Feb.1996): 29-40.
Welch, Nancy, "Revising a Writer's Identity:Reading and "Re-Modeling" in a Composition Classroom." College Composition and Communication. 47(Feb 1996):41-27.
Zawacki, Terry Myers. "Recomposing as a Woman-An Essay in Different Voices." College Composition and Comunication 43(Feb.1992):32-38.
Writing as a Re-Vision. Eds. Beth Alvarado and Barbara Cully. Needham Heights, MA: Simon & Schuster Custom Publishing, 1996.
Milgram, Stanley. “The Perils of Obedience”. Writing & Reading for ACP Composition. Ed. Thomas E. Leahey and Christine R. Farris. New York: Pearson Custom Publishing, 2009. 212-224. Print.
Is Wally Lamb, author of She's Come Undone, "qualified" to write a first-person narrator in a female voice? After all, as a man, what does he know about women's issues? In this essay I will discuss the issue of "gender-bending" writers and discuss Mr. Lamb's use of such tool.
Writing As Re-vision: A Student's Anthology (pp. 108-111). Needham Heights, MA: Simon & Schuster Custom Publishing
Royster, Jacqueline Jones. “When the First Voice You Hear Is Not Your Own.” CCC 47.1(Feb 1996): 29-40.
Saiving, Valerie. "The Human Situation: A Feminine View" in Womanspirit Rising, Carol P. Christ and Judith Plaskow, eds. Harper & Row, 1979, pp. 25-42.
Paley, Grace. "Samuel." Literature for Composition: Essay, Fiction, Poetry, and Drama. 5th ed. Ed. Sylvan Barnet. New York: Longman, 2001. 190-192
Barnet, Sylvan, William Burto, and William E. Cain. Literature for Composition. Boston: Pearson, 2014. Print
O'Connor, Frank. "Guests of the Nation." Literature for Composition. 4th ed. Sylvan Barnet, et. al. New York: Harper Collins, 1996. 590-598.
Milgram, Stanley. “Perils of Obedience.” Writing and Reading for ACP Composition, compiled by Christine R. Farris and Deanna M. Jessup, Pearson, 2013, pp. 77-89. Originally published in Obedience to Authority,
Every year there are more and more children born with Autism Spectrum Disorders (ASD) and there is more of a need for accommodation for their needs. “The future will likely present teachers with even more students with learning disabilities” (Gerstle and Walsh 35). With these numbers increasing, it is important for teachers and the people around them to understand their struggles and needs. Children and adults with ASD struggle in many areas. They have difficulties taking on daily activities that most people take for granted. There are variations in the severity of these disorders. Some people are very high functioning and have little to no problem performing daily activities, as well as completing complex ones. However, many people with ASD suffer from severe forms of the disorder and cannot care for themselves. No matter the severity, people with autism get support and some form of education, whether it be to care for themselves, or to become educated and eventually contribute to society. Those with moderate to high functioning ASD go to school and some eventually go on to further their education. Despite the struggles specific to each person, they can still be taught effective writing skills. To teach these individuals proper writing skills, it is crucial for educators to understand them and know how to teach them. There are many methods of teaching for educators to use to fit the specific needs of their students. Children and adults with autism spectrum disorders can still be taught effective writing skills through understanding and cooperation of teachers, proven methods of teaching and continuous support.
Welty, Eudora. “Why I Live at the P.O.” Discovering a Voice: A Rhetoric for Writers. The University of West Alabama. Southlake, TX: Fountainhead, 2009. 359-67. Print.
According to Bereiter and Scarda... ... middle of paper ... ... ferences: Beard, R. (1993) teaching Literacy balancing Perspectives, Hodder & Stoughton, London, U.K. Bereiter, C. & Scardamalia, M. (1987) The psychology of written composition, Hillsdale, NJ: L. Erlbaum cited in Theory and practice of writing, Grabe & Kaplan.
Lerych, Lynne, and Allison DeBoer. The Little Black Book of College Writing. Boston, New York:
Shea, Renee, Lawrence Scanlon, and Robin Scanlon. The Language of Composition: Reading, Writing, Rhetoric. 2nd ed. Boston: Bedford St. Martins, 2013. 525-529,546-551. Print.