By Irene L. Clark

ISBN-10: 0805838201

ISBN-13: 9780805838206

Serious about scholarship in rhetoric and composition over the last quarter-century, Concepts in Composition: conception and perform within the educating of Writing is designed to foster mirrored image on how conception affects perform, permitting potential lecturers to strengthen their very own accomplished and coherent perception of what writing is or might be and to contemplate how humans learn how to write. This procedure permits readers to imagine the twin function of either instructor and scholar as they input the dialog of the self-discipline and get to grips with a few of the severe matters.

every one bankruptcy addresses a specific theoretical notion proper to school room instructing and comprises actions to aid readers determine the relationship among theoretical techniques and lecture room classes. a massive premise is that in basic terms while potential writing lecturers comprehend this dating will they have the ability to train successfully. The chapters, designed to facilitate this realizing, include:

*an evaluation of an important thought in composition that has generated scholarly recognition, and in a few cases, severe controversy over the last 25 years;
*writing assignments and dialogue activates to foster additional exploration of the concept;
*thought-provoking articles;
*bibliographies for additional learn; and
*suggestions for lecture room actions to use the idea that in a pedagogical context.

The textual content is enriched via seven chapters authored via invited students with services specifically thoughts of composition. appendixes--"Developing potent Writing Assignments" and "Developing a Syllabus" increase the pedagogical usefulness of the text.

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Additional info for Concepts in Composition: Theory and Practice in the Teaching of Writing

Example text

Those who believe that writing cannot occur until every thought is clarified often delay actually writing until the paper is fully outlined and developed—or until time has run out and the due date forces the writer to begin. For some students, the idea that a writer must know exactly what he or she is going to say before beginning to write can create a writer’s block that actually prevents effective writing from taking place. Although the idea that writing occurs in stages was a more helpful one than the previous emphasis on grammatical correctness, when it was interpreted rigidly, this idea did not provide sufficient insight into the composing processes of actual writers; nor was it always useful in the classroom.

The problem with this linear view of writing as a series of discreet stages is that it does not reflect what writers actually do, because writers frequently discover and reconsider ideas during, as well as before they write, moving back and forth between the prewriting, writing, and revision stages as the text emerges. For example, when I wrote this chapter, I began with a set P1: FpQ LE048-01 LE048/Clark August 28, 2002 10:23 Process 9 of points I planned to discuss, but I modified them many times as I wrote, often revising sentences and generating additional material as new ideas occurred to me.

As this volume suggests, we are now involved in the end of a reformist period and in a new period of abolitionist sentiment. Contributors to this anthology represent a growing number of writing professionals asking us to reconsider the theoretical integrity and practical utility of required composition as manifested in general writing skills instruction (GWSI) for over the last century. By way of introducing the collection gathered here, it may be worthwhile to ask how or whether this New Abolitionism is like the older ones, and whether the current movement will go the way of the older ones.

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Concepts in Composition: Theory and Practice in the Teaching of Writing by Irene L. Clark

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