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ERIC Number: ED370114
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Control and Chaos: Student-Centered Pedagogy in the Graduate Composition Theory Course.
Graves, Roger
A graduate course that required those enrolled to read an array of texts on composition theory yet left it up to them to stimulate classroom discussion yielded mixed results, according to student evaluations. The texts for the course, including Gary Tate and Edward P. J. Corbett's "Writing Teacher's Sourcebook," Erika Lindemann's "A Rhetoric for Writing Teachers," Tate and Lindemann's "Introduction to Composition Studies," and Patricia Harkin and John Schilb's "Contending with Words: Composition and Rhetoric in a Postmodern Age," were chosen to introduce students to composition theory and at the same time give them some practical guidance in how to teach a writing course. The approach was centered on classroom discussions rather than lectures. Three techniques were used to generate those discussions: (1) students, individually and in groups, were responsible for preparing discussions and applications or exercises based on the readings; (2) each week students were required to write at least one question based on the readings; (3) students were required to select a group of readings on their own that would form the basis for their seminar papers or term essays. In course evaluations, some of the 19 students enrolled appreciated the easy classroom atmosphere that "allowed us to test our ideas and share our experiences," but others felt that they would have liked (at times) a more focused lecture-type format so as to gain a wider perspective on the issues at hand. (Contains course description and syllabus.) (TB)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A