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ERIC Number: ED310401
Record Type: Non-Journal
Publication Date: 1989-Mar-17
Pages: 13
Abstractor: N/A
Reference Count: N/A
Writing Response Groups: From Power Trips to Empowerment.
Draper, Virginia
A study examined the effectiveness of writing response groups in changing the power relationships students maintain to empowering relationships in which students challenge authoritarian attitudes and generalizations. Subjects were three students in a freshman composition class at the University of California at Santa Cruz. Recorded conversations of these students discussing their research papers in writing response group sessions revealed that the shift from power trips to empowering conversation in writing groups depends upon the student writer's conceptions of his or her writing problems. To a large degree, these conceptions are shaped by two attitudes the student brings to the group: (1) notions about what writing is and what purposes writing can, or ought, to serve; and (2) willingness to engage in dialogue to discover purposes and to identify, describe, and resolve, if possible, discrepancies among various opinions. In terms of power, the student who resists the notion that writing is a dominating activity, who sees reading as a conversation rather than as passive acceptance or rote learning, who is willing to resist both the oppressor and oppressed roles, is better able to engage in empowering relationships. (KEH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A