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| ERIC #: | ED414586 |
| Title: | Writing Assignments as Windows, Not Walls: Enlivening Unboundedness through Boundaries. |
| Authors: | Fulton, Jean C. |
| Descriptors: | Classroom Techniques; Higher Education; Poetry; Student Development; Student Reaction; Writing Assignments; Writing Instruction |
| Source: | N/A |
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N/A |
| Publisher: | N/A |
| Publication Date: | 1998-01-12 |
| Pages: | 11 |
| Pub Types: | Guides - Classroom - Teacher |
| Abstract: | Students sometimes respond to writing assignments automatically, almost as if they were a generic form, rather than by investigating the idiosyncrasies and unexpected possibilities of each assignment. Writing assignments can be structured to help students transcend such habits, shifting the focus from accumulating information to creating meaning at deeper levels of their own awareness. Drawing from the fields of composition and poetry, this paper focuses on the element of surprise as a means of fostering personal connectedness with subject matter. It offers suggestions for introducing surprise into the logistics of writing assignments as well as consideration of the mechanics of expanding awareness upon which such possibilities are based. Research on educational technologies for reliable, holistic development of consciousness is also cited. (Contains three notes and 26 references.) (Author/NKA) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | N/A |
| Identifiers: | Connectivity; Consciousness; Surprise |
| Record Type: | Non-Journal |
| Level: | 1 - Available on microfiche |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | N/A |
| Audiences: | Practitioners; Teachers |
| Languages: | English |
| Education Level: | Higher Education |
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