识字、课程与教学法:人类学家教授一年级作文的思考

Troy E. Spier, Patricia D. Pytleski
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引用次数: 0

摘要

尽管这篇文章开始是对Chattaraj(2020)的正式回应,但它的更大目的是将一年级的作文课堂和为所有学术领域的学生提供有效指导所需的培训情境化。虽然在写作教学中采用人类学的方法是非常有益的,但认为人类学家可以——甚至应该——在没有额外训练的情况下承担一年级作文的责任是不明智的。为此,本文不仅借鉴了先前关于作文/修辞学的文献,而且更广泛地探讨了写作在人类学课堂上的地位和好处。由于最初的出版物(即Chattaraj, 2020)严格依赖于在文理大学特定课堂环境中取得学术成功的个人轶事证据,由于对教育工作者的机构认证要求,有关本科生识字率的相关统计数据,课程途径的总体目标,在一年级的写作课程中也发现了显著的一致性。因此,本文对一年级作文课堂进行了透明的概述,并为那些努力支持跨课程和/或学科写作的人类学家提供了具体的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Literacy, Curriculum, and Pedagogies: Considerations for Anthropologists Teaching First-Year Composition
Despite the fact that this article began as a formal response to Chattaraj (2020), it serves a larger purpose in contextualizing the first-year composition classroom and the training required to provide effective instruction to students across all academic fields. Although an anthropologically-minded approach to the teaching of writing can be quite beneficial, suggesting that an anthropologist can—or even should—assume the responsibilities of first-year composition without additional training is ill-advised. To this end, this article draws upon not only the prior literature on Composition/Rhetoric, but also on the place and benefits of writing in the anthropology classroom more generally. Because the initial publication (i.e. Chattaraj, 2020) relied strictly on personal anecdotal evidence for academic success in a particular classroom setting at a liberal arts university, the findings are not generalizable to most post-secondary institutions due to the institutional accreditation requirements for educators, the concerning statistics on the literacy rates of incoming undergraduate students, the general objectives of curricular pathways, and the remarkable consistency found in first-year composition courses. As a result, this response presents a transparent overview of the first-year composition classroom and offers concrete suggestions for anthropologists who endeavour to support writing across the curriculum and/or in the disciplines.
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