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ERIC Number: ED342002
Record Type: RIE
Publication Date: 1990-Nov-2
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Negotiated Course Design: Hybrid Applications of Pedagogy in Writing Courses.
Mayo, Wendell; Holt, Mara
Two instructors with different approaches to writing collaborated in the preparation of a junior-level advanced college composition course. Both instructors were concerned about the applicability of the "workshop" in teaching composition, and about the question of how to address authority in the workshops. Students were asked to respond to texts which dealt with the displacement of the individual from society. After 2 weeks of reading, lectures, presentations, videos, private writing, and collaborative exercises, the students undertook their first major assignment. That assignment, a critical response to one of the readings, was workshopped. Later, each student undertook a research paper stemmming from the first paper. The course concluded with more presentations, discussions, and a final essay. The two major papers were workshopped in a circle with the instructor in participation. Students read and wrote comments on classmates' papers before the workshop sessions. During the workshop, following an introduction of the papers by the authors, the instructor conducted discussions of the papers. In a final examination, students described: (1) aspects of the workshop that made them feel like displaced persons; (2) aspects of the workshop that made them feel connected to a community; and (3) how they felt about the workshop. Students described the presence of multiple voices competing in their writing: the voice of institution (discourse within established order), inclination (openness without prohibitions), and the "I" searching for a role in the game of truth. The course gave rise to a creative writing course on the fiction writer and society and an exploration of cooperative learning in creative writing. Responses were similar to those from the composition class. From this collaborative process, students gained a greater awareness of self and society, private and public writing, and authority as institution and as social construct. (SG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Course Development; Voice (Rhetoric)
Note: Paper presented at the Annual Meeting of the Midwest Modern Language Association (Kansas City, MO, November 2, 1990).