Contemporary Composition: The Major Pedagogical Theories

Berlin, James A.

doi:10.2307/377329

Cited by 111 publications

(29 citation statements)

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“…The expressivist tradition, represented by Peter Elbow (1998), for example, puts the primary emphasis on the writer's voice, whereas other traditions, such as the current traditional rhetoric, emphasize the importance of mastering fixed rhetorical structures (c.f. Berlin, 1982;Gere, 1986). The struggle that these beginning teachers engaged in, then, is part of a much longer struggle over the definition of the subject matter.…”

Section: Grossman Et Almentioning

confidence: 99%

Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond

Grossman

Valencia

Evans

et al. 2000

Journal of Literacy Research

194

160

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Section: Grossman Et Almentioning

confidence: 99%

Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond

Grossman

Valencia

Evans

et al. 2000

Journal of Literacy Research

194

160

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“…In the writing centre, the deep learning and higher order skills, so desired in our higher education sector, can occur where 'writing is both a process of doing critical thinking and a product communicating the results of critical thinking' (Bean 2001: 3). O'Sullivan and Cleary (2014: 52) reiterate this idea, with reference to the extant literature, noting that 'it is in the process of writing, and in the discovery of that process, that learning happens (Murray 1973;Emig 1977;Berlin 1982)'. They suggest that the 'inductive, nonintrusive model of student peer-tutoring practiced at the Regional Writing Centre at the University of Limerick, based on the model proposed by Zimmerelli (2006, 2010), encourages students to engage with their own writing and learning in a non-threatening, approachable and positive manner' (O'Sullivan and Cleary 2014: 52).…”

Section: The Writing Centre As Learning Centrementioning

confidence: 99%

Recall, Recognise, Re-Invent: The Value of Facilitating Writing Transfer in the Writing Centre Setting

Farrell

Tighe-Mooney

2015

JoAW

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The Writing Centre in Maynooth University, Ireland, is proud of its learner-centred approach (Biggs 1999, Lea et al. 2003. In the Centre we begin where students are, by asking them about their writing concerns. We also appreciate the need to recognise and build on their approaches to writing, their effective writing processes and their writing achievements. We see this under the broader heading of 'writing transfer'. In this article, we outline our strategies to promote transfer and thinking about transfer with students before and after one-to-one appointments. In a small-scale research project we conducted, our research questions accentuated two potential principles of transfer, as noted in the Elon Statement on Writing Transfer, that '[s]uccessful writing transfer occurs when a writer can transform rhetorical knowledge and rhetorical awareness into performance … [when they] draw on previous knowledge and strategies … [and] … transform or repurpose that prior knowledge, if only slightly', and that University programs can 'teach for transfer ' (Perkins and Salomon 1988) through the use of enabling practices (Elon 2013: 4). Our work suggests that highlighting transfer in the writing centre context reinforces our learner-centred approach while also acknowledging the literacy archives with which our students present.

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“…Expressivist textbooks emphasize writing as a personal and private activity (Berlin, 1982), and "[subvert] teaching practices and institutional structures that oppress, appropriate or silence an individual's voice" (Burnham, 2001, p. 23).…”

Section: Expressivist Pedagogymentioning

confidence: 99%

L2 Writing and L1 Composition in English: Towards an alignment of effort

Baker

2008

mje

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Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. Résumé de l'article Au sein des universités nord-américaines, la diversité linguistique des classes ordinaires de composition anglaise (« L1 ») ressemble de plus à plus à ce que l'on retrouve dans les classes de rédaction ALS (« L2 »). Au fur et à mesure que les différences de ces deux groupes s'atténuent, les intervenants formés spécialement en rédaction L2 pourraient fort bien se demander si les besoins des personnes dont la langue maternelle n'est pas l'anglais sont reconnus et pris en compte dans les classes ordinaires. L'auteure examine plusieurs constructions théoriques différentes qui ont étoffé et continuent d'étoffer la littérature sur la pédagogie de la composition L1, démontrant que certaines permettent une meilleure inclusion des groupes ayant des profils linguistiques différents que d'autres. Heureusement, le récent virage favorisant des approches sociales et critiques de l'enseignement de la composition reflète bien les préoccupations des professeurs de rédaction L1 et L2. De plus en plus d'attention est apportée aux discussions sur la « diversité linguistique », un terme qui englobe maintenant les personnes dont la langue maternelle n'est pas l'anglais. Cette situation donne à penser qu'il y aura une convergence dans les activités des professeurs de rédaction L1 et L2, qui entraînera des avantages pour les groupes de divers profils linguistiques. MC O 2 SPRING 2008 L2 Writing and L2 Composition in English L2 WRITING AND L1 COMPOSITION IN ENGLISH: TOWARDS AN ALIGNMENT OF EFFORT McGill UniversityIn North American university contexts, the language diversity found in English mainstream composition ("L1") classrooms resembles more and more that found in ESL ("L2") writing classrooms. As these two groups become less differentiated, those specifically trained in L2 writing might well wonder whether the needs of the non-native speakers of English are acknowledged and addressed in the mainstream classrooms. The author examines several different theoretical constructs that have informed and continue to inform the literature on L1 composition pedagogy, demonstrating that some of these allow for the inclusion of linguistically diverse groups better than others. Fortunately, the recent turn to social and critical approaches to teaching composition reflect well the preoccupations of both L1 and L2 writing teachers. More and more attention is being paid to discussions of "linguistic diversity," a term which now includes non-native speakers. This suggests a future convergence in the activit...

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Contemporary Composition: The Major Pedagogical Theories

Cited by 111 publications

References 0 publications

Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond

Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond

Recall, Recognise, Re-Invent: The Value of Facilitating Writing Transfer in the Writing Centre Setting

L2 Writing and L1 Composition in English: Towards an alignment of effort

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