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last.updated 9.16.07

 



Composition Theory–In Movements

Purpose

 While some approaches to the teaching of writing are well established, others emerging approaches have raised questions about their predecessors. Therefore, as we teach writing in the langauge arts class, it is important we ask ourselves why we have chosen specific approaches for our assignments and activities. After we discuss some of the major approaches to teaching writing, we will develop processes moving from these pedagogical theories to specific practices.

Before Class

  • Read Bartholomae, "Inventing the University" [BB]
  • Read Flower and Hayes, "A Cognitive Process Theory of Writing" [College Composition and Communication, 32.4]
  • Read Elbow, "Reflections on Academic Discourse: How it Relates to Freshman and College" [College English, 53.2]
  • Submit PAB entry #2 to the Blackboard Discussion Board by the beginning of class
  • Submit a request for the Pedagogical Presentation dates in the body of an email through Blackboard by the beginning of class. Choose two dates and justify why these dates are most appropriate for your presentation.

Discussion–Flower & Hayes, Bartholomae, and Elbow

For each of these three articles we will address the following questions:

  • What needs clarification?
  • What is the argument?
  • How is the argument supported?
  • What are your opinions of this approach?
  • What practical advice does the writer give?

Activity–From Theory to Practice

You will all be divided into groups of four and assigned one of these theorists–Flower & Hayes, Bartholomae, and Elbow. In these groups...

  • choose an activity, an assignment, or a unit and the pedagogical goals for it (i.e., what will your students learn about writing by doing this?)
  • outline the practices the students are to do to achieve this goal
  • explain how this outline is supported by the theorist(s) that you have been assigned; reference passages and page numbers. You can draw upon other theorists as well
  • describe the process your group developed for moving from theory to process. Another way to think about this task is to imagine that you have been asked to develop guidelines for this process. What would these guidelines entail?

At the end of class, you will share your work and submit it for a process grade.