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Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture最新文献

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The Possibilities of Uncertainty 不确定性的可能性
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1215/15314200-7879138
Joshua Daniel-Wariya, L. C. Lewis
{"title":"The Possibilities of Uncertainty","authors":"Joshua Daniel-Wariya, L. C. Lewis","doi":"10.1215/15314200-7879138","DOIUrl":"https://doi.org/10.1215/15314200-7879138","url":null,"abstract":"This article describes the rationale, development, and implementation of a digital archival curriculum within the first-year composition program at Oklahoma State University. Such a curriculum helps students engage genuine inquiry to discover arguments rather than defend their existing beliefs. Analytic complexity and hidden information are offered as potential sources of uncertainty.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"11 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131789792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From Commonplaces to Consciousness 从平凡到意识
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1215/15314200-7879189
Jerry Stinnett
{"title":"From Commonplaces to Consciousness","authors":"Jerry Stinnett","doi":"10.1215/15314200-7879189","DOIUrl":"https://doi.org/10.1215/15314200-7879189","url":null,"abstract":"In many ways, the transformative character of developing critical consciousness reflects the dynamics of acquiring threshold concepts. Drawing from research into threshold concept acquisition, the author argues that critical first-year composition instruction can more effectively scaffold students into critical perspectives by linking critical pedagogy more closely with efforts to develop students’ rhetorical meta-awareness of writing.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132352728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cripping Neutrality 断裂中立
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1215/15314200-7879120
A. Ho, Stephanie L. Kerschbaum, R. Sánchez, Melanie Yergeau
{"title":"Cripping Neutrality","authors":"A. Ho, Stephanie L. Kerschbaum, R. Sánchez, Melanie Yergeau","doi":"10.1215/15314200-7879120","DOIUrl":"https://doi.org/10.1215/15314200-7879120","url":null,"abstract":"Neutrality is often impossible when disabled teachers are at the front of the classroom. This article unpacks three domains in which neutrality needs to be cripped: in response to students’ resistance to disability content, when considering the audiences for our pedagogy, and when teachers need accommodations.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116325802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
DEVELOPING VOCABULARY BOOK BASED ON CROSSWORD PUZZLE FOR VOCABULARY MASTERY AS MEDIA OF VOCABULARY INSTRUCTION FOR JUNIOR HIGH SCHOOL 开发以纵横字谜为基础的词汇书作为初中词汇教学的媒介
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.32332/PEDAGOGY.V5I2.941
Agatha Tantri windu Sari, Aulia Hanifah Qomar
{"title":"DEVELOPING VOCABULARY BOOK BASED ON CROSSWORD PUZZLE FOR VOCABULARY MASTERY AS MEDIA OF VOCABULARY INSTRUCTION FOR JUNIOR HIGH SCHOOL","authors":"Agatha Tantri windu Sari, Aulia Hanifah Qomar","doi":"10.32332/PEDAGOGY.V5I2.941","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V5I2.941","url":null,"abstract":"The main objective of the research is to develop picture media for vocabulary mastery based on crossword puzzle as a media of vocabulary instruction. The research was a research and development (R&D) study. This research is formative research. The steps in this research were conducting self-evaluation, getting expert review and one-to-one, small group, and filed test. The research object of this study is students of eight grade in SMP Muhammadiyah 3 Metro and SMP Negeri 10 Metro. Based on explanation above, it is conclude that by using vocabulary book based on crossword puzzle is very good and can help students in learning vocabulary and the students got a new knowledge.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114646257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading Deliberately: Thoreau Online Review of the Readers’ Thoreau and “Walden”: A Fluid Text Edition 《故意阅读:梭罗》读者在线评论——《梭罗与瓦尔登湖:流动文本版》
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1215/15314200-2799356
Paul Schacht, K. Case
{"title":"Reading Deliberately: Thoreau Online Review of the Readers’ Thoreau and “Walden”: A Fluid Text Edition","authors":"Paul Schacht, K. Case","doi":"10.1215/15314200-2799356","DOIUrl":"https://doi.org/10.1215/15314200-2799356","url":null,"abstract":"","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126111483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reclaiming Claims: What English Students Want from English Profs 收回要求:英语学生对英语教授的要求
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1215/15314200-5-1-5
A. Engen
{"title":"Reclaiming Claims: What English Students Want from English Profs","authors":"A. Engen","doi":"10.1215/15314200-5-1-5","DOIUrl":"https://doi.org/10.1215/15314200-5-1-5","url":null,"abstract":"","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129641923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
“When It’s Outside of You” “当它不在你身上时”
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1215/15314200-8692615
Stephanie White
{"title":"“When It’s Outside of You”","authors":"Stephanie White","doi":"10.1215/15314200-8692615","DOIUrl":"https://doi.org/10.1215/15314200-8692615","url":null,"abstract":"Through classroom observations and semi-structured, text-based interviews, this study analyzes the impact of a service-learning first-year composition course on students’ rhetorical knowledge. Students’ own words are used to describe their transformative experiences related to academic writing and community service. As a result of what these students called their “investment” in community organizations, they began to see writing itself as advocacy. This article explains how this commitment to writing as advocacy motivated students to develop transferrable writing knowledge.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133512705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Looking for Middle Ground at Middlebury College 在明德学院寻找中间立场
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1215/15314200-7879001
Shawna Shapiro, J. C. Sanchez
{"title":"Looking for Middle Ground at Middlebury College","authors":"Shawna Shapiro, J. C. Sanchez","doi":"10.1215/15314200-7879001","DOIUrl":"https://doi.org/10.1215/15314200-7879001","url":null,"abstract":"This article examines the pedagogical response of English and writing faculty to a controversy that took place at their liberal arts college. Findings from faculty interviews highlight a number of ways that instructors might engage local controversies, in keeping with their curricular goals and commitments to pedagogical transparency.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"21 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131958574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Just to Get the Grade” “只是为了得到分数”
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1215/15314200-7879035
Melody Pugh
{"title":"“Just to Get the Grade”","authors":"Melody Pugh","doi":"10.1215/15314200-7879035","DOIUrl":"https://doi.org/10.1215/15314200-7879035","url":null,"abstract":"Using a case study of a Christian college student, this article develops a framework for understanding when and why students may choose to perform neutrality. The author argues that students may choose this form of “invisible” resistance in an effort to mitigate perceived power imbalances within an educational ecology.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124327148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Pedagogy : The European Way of Thinking about Education 教育学:欧洲人思考教育的方式
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 1900-01-01 DOI: 10.1400/18679
W. Böhm
{"title":"Pedagogy : The European Way of Thinking about Education","authors":"W. Böhm","doi":"10.1400/18679","DOIUrl":"https://doi.org/10.1400/18679","url":null,"abstract":"","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116880199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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