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Writing And Learning From Context Perceptions Of Composition In First Year Learning Communities
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Book Synopsis Writing and Learning from Context: Perceptions of Composition in First-year Learning Communities by : Paul Randall Walker
Download or read book Writing and Learning from Context: Perceptions of Composition in First-year Learning Communities written by Paul Randall Walker and published by . This book was released on 2007 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: The implications of these results focus on the necessity for exploiting the complexity of writing in transdisciplinary endeavors to demonstrate the multiple and influential factors that shape writing. The study concludes that if learning communities are viewed as individual contexts where all courses are developed from within rather than brought together, students and faculty are offered increased opportunity to trace writing's complexity through overt navigation of disciplinary strictures and individual expectations that exist in the learning community environment.
Book Synopsis Composition in Context: A Study of First-year Writing, American History, and Technology Within a Media-rich Interdisciplinary Learning Community by : Mary Gray
Download or read book Composition in Context: A Study of First-year Writing, American History, and Technology Within a Media-rich Interdisciplinary Learning Community written by Mary Gray and published by . This book was released on 2007 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Theoretical frameworks of social constructivism and activity theory make the processes of learning in the linked class setting more transparent. The study illustrates the value of activity theory as a descriptive heuristic for understanding student learning processes in writing classrooms. The linked classes are graphically represented as dynamic activity systems transforming over four academic years, from student and faculty perspectives. Activity theory further demonstrates how students appropriated available tools from the classes---historical texts, art, literature, film, and computer technology---to affect outcomes beyond the writing classroom.
Book Synopsis First-Year Composition by : Deborah Coxwell-Teague
Download or read book First-Year Composition written by Deborah Coxwell-Teague and published by Parlor Press LLC. This book was released on 2014-05-01 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-Year Composition: From Theory to Practice’s combination of theory and practice provides readers an opportunity to hear twelve of the leading theorists in composition studies answer, in their own voices, the key question of what it is they hope to accomplish in a first-year composition course. In addition, these chapters, and the accompanying syllabi, provide rich insights into the classroom practices of these theorists.
Book Synopsis The Dual Enrollment Kaleidoscope by : Christine Denecker
Download or read book The Dual Enrollment Kaleidoscope written by Christine Denecker and published by University Press of Colorado. This book was released on 2022-10-14 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Dual Enrollment Kaleidoscope serves as a starting point for elevating the voices of those who do dual enrollment (DE) work—those who historicize, legitimize, scrutinize, critically analyze, align, and assess it—pushing readers beyond unique, singular views of DE first-year composition and positioning DE’s impact on composition instruction as one that shifts dependent upon perspective. Just as kaleidoscopes reconfigure images, DE provides writing studies with reflecting images of what FYC was, is, and could be. DE disrupts long-held beliefs of who should take and who should teach college writing. Giving higher education pause about the place of writing instruction within the academy, DE force those in the field to reflect upon the purposes and value of FYC and its pedagogical approaches. Featuring seventeen chapters written by a wide and diverse range of authors, this collection includes the voices of prominent scholars in rhetoric and composition at two- and four-year public and private institutions, as well as emerging scholars in the field. It also features a variety of methodologies, including archival research, quantitative and qualitative data collection, and autoethnography. Few texts have been published on dual enrollment writing in rhetoric and composition studies. The Dual Enrollment Kaleidoscope should be mandatory reading for anyone interested in or tasked with doing the work of DE writing instruction, administration, mentoring, or assessment. Contributors: Dominic Ashby, Anna Bogen, Tyler Branson, Melanie Burdick, Scott Campbell, Christine R. Farris, David Gehler, Leigh Graziano, Jane Greer, Jennifer Hadley, Jacquelyn Hoermann-Elliott, Joseph Jones, Nancy Knowles, Amy Lueck, Miles McCrimmon, Katie McWain, Annie S. Mendenhall, Keith Miller, Brice Nordquist, Cornelia Paraskevas, Jill Parrot, Shirley K Rose, Barbara Schneider, Erin Scott-Stewart
Book Synopsis A Theme-based Learning Community Linking Composition and History by : Julia Teresa Fogarty
Download or read book A Theme-based Learning Community Linking Composition and History written by Julia Teresa Fogarty and published by . This book was released on 2007 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High-impact Educational Practices by : George D. Kuh
Download or read book High-impact Educational Practices written by George D. Kuh and published by . This book was released on 2008 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
Book Synopsis Community Construction in the Basic Writing Classroom by : Jennifer Nicole Collins
Download or read book Community Construction in the Basic Writing Classroom written by Jennifer Nicole Collins and published by . This book was released on 2016 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed students’ perceptions of community construction within the English 100 classroom and university at large as well as analyzed the instructor’s role as a “tutor” and the impact this has on students’ perceptions of community within the classroom. Composition theorist Kenneth Bruffee proposes that one solution for creating community for basic writers, those students least prepared for the college composition classroom, is peer tutoring. The traditional classroom has not worked for basic writers because it lacks a sense of community. The goal is to change the social context for learning and make it less hierarchical. Given the nature of English 100’s institutional structure at Missouri State University, the role of the instructor is different; the course is graded pass/no pass based on a committee’s evaluation of each student’s end-of-semester portfolio. Because the ENG 100 instructor does not determine the grade, the institutional structure places the instructor into a different role in the class--a role that more closely resembles a tutor. Because the course better lends to a tutor model of education, this study found that this shift in the teacher’s role does enhance students’ perceptions of community within the classroom and the larger university but further research is necessary to analyze the larger impact of this shift in the role of the instructor.
Book Synopsis Empowering the Community College First-Year Composition Teacher by : Meryl Siegal
Download or read book Empowering the Community College First-Year Composition Teacher written by Meryl Siegal and published by University of Michigan Press. This book was released on 2021-01-11 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate's degree. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students' lives on a daily basis."--Adapted from back cover
Book Synopsis Beyond the Frontier, Volume II by : Jill Dahlman
Download or read book Beyond the Frontier, Volume II written by Jill Dahlman and published by Cambridge Scholars Publishing. This book was released on 2018-11-08 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection of essays is a compilation of the latest research in first-year composition, including pedagogy, praxis, debate, and assessment. Originally begun as a collection of panel presentations from the Rocky Mountain Modern Language Association annual conference, it has since evolved to include innovative pedagogy regardless of presentation status. The book is divided into presentation “panels,” in order to present the reader with innovative pedagogy and thought-provoking conversations concerning the first-year classroom, assessment, and pedagogy. It will benefit anyone who studies or engages with first-year composition, including graduate students, instructors, and administration.
Book Synopsis Strategies for Teaching First-year Composition by : Duane H. Roen
Download or read book Strategies for Teaching First-year Composition written by Duane H. Roen and published by National Council of Teachers of English (Ncte). This book was released on 2002 with total page 670 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents 93 essays that offer guidance, reassurance, and commentary on the many activities leading up to and surrounding classroom instruction in first-year composition. Essays in the book are written by instructors who teach in community colleges, liberal arts colleges, state university systems, and research institutions. The 14 section titles and 2 representative essays from each section are: Section 1, Contexts for Teaching Writing, "The Departmental Perspective" (Roger Gilles) and "Composition, Community, and Curriculum: A Letter to New Composition Teachers" (Geoffrey Chase); Section 2, Seeing the Forest and the Trees of Curriculum, "Teaching in an Idealized Outcomes-Based First-Year Writing Program" (Irvin Peckham) and "Constructing Bridges between High School and College Writing" (Marguerite Helmers); Section 3, Constructing Syllabus Materials, "On Syllabi" (Victor Villanueva) and "Departmental Syllabus: Experience in Writing" (Gregory Clark); Section 4, Constructing Effective Writing Assignments, "Sequencing Writing Projects in Any Composition Class" (Penn State University Composition Program Handbook) and "Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation" (Bonnie Lenore Kyburz); Section 5, Guiding Students to Construct Reflective Portfolios, "A Writing Portfolio Assignment" (Phyllis Mentzell Ryder) and "Portfolio Requirements for Writing and Discourse" (C. Beth Burch); Section 6, Strategies for Course Management, "Fostering Classroom Civility" (Lynn Langer Meeks, Joyce Kinkead, Keith VanBezooyen, and Erin Edwards) and"Course Management Guidelines" (Rebecca Moore Howard); Section 7, Teaching Invention, "Teaching Invention" (Sharon Crowley) and "Invention Activity" (Theresa Enos); Section 8, Orchestrating Peer-Response Activities, "Approaches to Productive Peer Review" (Fiona Paton) and "Reflection on Peer-Review Practices" (Lisa Cahill); Section 9, Responding to In-Process Work to Promote Revision, "Less Is More in Response to Student Writing" (Clyde Moneyhun) and "One Dimension of Response to Student Writing: How Students Construct Their Critics" (Carol Rutz); Section 10, Responding to and Evaluating Polished Writing, "Developing Rubrics for Instruction and Evaluation" (Chris M. Anson and Deanna P. Dannels) and "What Makes Writing 'Good'?/What Makes a 'Good' Writer?" (Ruth Overman Fischer); Section 11, Teaching Writing with Technology, "Overcoming the Unknown" (Adelheid Thieme) and "Asynchronous Online Teaching" (Donald Wolff); Section 12, Constructing a Teaching Portfolio, "Teaching-Portfolio Potential and Concerns: A Brief Review" (Camille Newton) and "Thinking about Your Teaching Portfolio" (C. Beth Burch); Section 13, Teaching Matters of Grammar, Usage, and Style, "A Cautionary Introduction" (Keith Rhodes) and "And the Question Is This--'What Lessons Can We, as Writers, Take from This Reading for Our Own Writing?'" (Elizabeth Hodges); and Section 14, Teaching Research Skills, "First-Year Composition as an Introduction to Academic Discourse" (M. J. Braun and Sarah Prineas) and "Teaching Research Skills in the First-Year Composition Class" (Mark Gellis). (Most papers contain references.) (RS)
Book Synopsis The Impact of Contextualizing First Year Composition for Occupational Program Students at the Community College by : Sarah A. Parlier
Download or read book The Impact of Contextualizing First Year Composition for Occupational Program Students at the Community College written by Sarah A. Parlier and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The teacher-scholar provides her own reflections as the curriculum designer and classroom instructor in this study and discusses various pedagogical as well as administrative considerations for those interested in implementing contextualized composition courses at their community colleges. The researcher also shares how teaching contextualized composition at the community college influenced her praxis and her professional identity at her institution and in the academic community.
Book Synopsis Securing a Place for Reading in Composition by : Ellen C. Carillo
Download or read book Securing a Place for Reading in Composition written by Ellen C. Carillo and published by University Press of Colorado. This book was released on 2015-01-15 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond. Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition. Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.
Book Synopsis Agents of Integration by : Rebecca S. Nowacek
Download or read book Agents of Integration written by Rebecca S. Nowacek and published by SIU Press. This book was released on 2011-11-02 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The question of how students transfer knowledge is an important one, as it addresses the larger issue of the educational experience. In Agents of Integration: Understanding Transfer as a Rhetorical Act, Rebecca S. Nowacek explores, through a series of case studies, the issue of transfer by asking what in an educational setting engages students to become “agents of integration”— individuals actively working to perceive, as well as to convey effectively to others, the connections they make. While many studies of transfer are longitudinal, with data collected over several years, Nowacek’s is synchronous, a rich cross-section of the writing and classroom discussions produced by a team-taught learning community—three professors and eighteen students enrolled in a one-semester general education interdisciplinary humanities seminar that consisted of three linked courses in history, literature, and religious studies. With extensive field notes, carefully selected student and teacher self-reports in the form of interviews and focus groups, and thorough examinations of recorded classroom discussions, student papers with professor comments, and student notebooks, Nowacek presents a nuanced and engaging analysis that outlines how transfer is not simply a cognitive act but a rhetorical one that involves both seeing connections and presenting them to the instructors who are institutionally positioned to recognize and value them. Considering the challenges facing instructors teaching for transfer and the transfer of writing-related knowledge, Nowacek develops and outlines a new theoretical framework and methodological model of transfer and illustrates the practical implications through case studies and other classroom examples. She proposes transfer is best understood as an act of recontextualization, and she builds on this premise throughout the book by drawing from previous work in cognitive psychology, activity theory, and rhetorical genre theory, as well as her own analyses of student work. This focused examination complements existing longitudinal studies and will help readers better understand not only the opportunities and challenges confronting students as they work to become agents of integration but also the challenges facing instructors as they seek to support that student work.
Book Synopsis From English as a Second Language Composition to First-year English Composition by : Barbara A. Auris
Download or read book From English as a Second Language Composition to First-year English Composition written by Barbara A. Auris and published by . This book was released on 2017 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the number of second language students attending community colleges increases, there is a corresponding impact on the number of these students potentially registering for mainstream English composition courses projected. In a first-year English composition classroom, all students are held to the same rigorous academic standards regardless of first language background. The literature suggests that there is a need for higher education institutions, especially community colleges, to prepare second language students for the demands of a writing-intensive course such as a first-year English composition class. The writing skills that second language students can transfer from an ESL composition course to a first-year English composition course can make the transition smoother and more effective. Through a series of interviews over a semester in which resident ESL students were completing their first-year English composition class, key findings from participants included universal writing skills such as planning, drafting, and reviewing, relational skills related to trust in the classroom and life skills such as motivation and self-efficacy. These findings were perceived as integral to the transfer of skills in their composition experience. Findings suggest that second language students are aware of skills transfer between the two composition classes, and they make use of these skills to be successful writers. Three overarching themes emerged when the data was analyzed by topic. Related to trust, participants discussed their ESL identity by accepting or hiding their second language background. Locus of control related to the writing skills in which participants took or didn't take responsibility for their own learning. Life skills discussions showed a meta-awareness of transfer.
Book Synopsis MLA International Bibliography of Books and Articles on the Modern Languages and Literatures by :
Download or read book MLA International Bibliography of Books and Articles on the Modern Languages and Literatures written by and published by . This book was released on 2007 with total page 2426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linked Courses for General Education and Integrative Learning by : Margot Soven
Download or read book Linked Courses for General Education and Integrative Learning written by Margot Soven and published by Taylor & Francis. This book was released on 2023-07-03 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that of the pedagogies recognized as “high impact”, learning communities – one approach to which, the linked course, is the subject of this book – lead to an increased level of student engagement in the freshman year that persists through the senior year, and improve retention. This book focuses on the learning community model that is the most flexible to implement in terms of scheduling, teacher collaboration, and design: the linked course. The faculty may teach independently or together, coordinating syllabi and assignments so that the classes complement each other, and often these courses are linked around a particular interdisciplinary theme. Creating a cohort that works together for two paired courses motivates students, while the course structure promotes integrative learning as students make connections between disciplines.This volume covers both “linked courses” in which faculty may work to coordinate syllabi and assignments, but teach most of their courses separately, as well as well as “paired courses” in which two or more courses are team taught in an integrated program in which faculty participate as learners as well as teachers. Part One, Linked Course Pedagogies, includes several case studies of specific linked courses, including a study skills course paired with a worldview course; a community college course that challenges students’ compartmentalized thinking; and a paired course whose outcomes can be directly compared to parallel stand-alone coursesPart Two, Linked Course Programs, includes a description of several institutional programs representing a variety of linked course program models. Each chapter includes information about program implementation, staffing logistics and concerns, curriculum development, pedagogical strategies, and faculty development.Part Three, Assessing Linked Courses, highlights the role of assessment in supporting, maintaining, and improving linked course programs by sharing assessment models and describing how faculty and administrators have used particular assessment practices in order to improve their linked course programs.
