A guide to composition pedagogies

IF 0.5 0 LITERATURE

COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2003-02-01 DOI:10.2307/3594179

Catherine G. Latterell, G. Tate, Amy Rupiper, K. Schick

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引用次数: 111

Abstract

Reflecting the rich complexity of contemporary college composition pedagogy, this unique collection presents twelve original essays on several of the most important approaches to the teaching of writing. Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today.

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作文教学法指南

反映了当代大学作文教学的丰富复杂性，这个独特的集合提出了几个最重要的写作教学方法的12篇原创文章。每篇文章由一位经验丰富的教师/学者撰写，并描述当今使用的主要教学法之一:过程，表达，修辞，合作，女权主义，批判，文化研究，社区服务和基本写作。写作中心，跨课程写作，技术和写作教学也进行了讨论。论文由教学应用的个人陈述和书目指南组成，帮助学生和新教师进一步学习和研究。撰稿人包括Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin和John Trimbur。作为研究生和新教师的宝贵工具，《作文教学法指南》提供了对作文研究和广泛的教学方法的特殊介绍。

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来源期刊

COLLEGE COMPOSITION AND COMMUNICATION LITERATURE-

CiteScore

1.10

自引率

0.00%

发文量

期刊介绍： College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field.