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ERIC Number: ED378581
Record Type: Non-Journal
Publication Date: 1994-Nov-19
Pages: 16
Abstractor: N/A
Reference Count: N/A
Celebrating Diversity: Providing Cultural Contexts for Freshman Composition.
Segall, Mary
A year-long departmental evaluation at one college English department revealed that most sections of both pre-college English and regular English 101 emphasized form over content, structure over ideas, surface features over global, and this, at the expense of meaningful intellectual growth. When freshmen are plied with basic grammar books and with a series of disconnected readings, they are being deprived of the kind of learning that allows for abstraction and analytical thinking. Whether upper level literature courses or pre-college courses for developmental writers, the questions remains the same: How does an instructor provide a relevant context for composition with readings that serve as more than models of rhetorical modes, that have substance and coherence? The "role of social pressure and self-awareness" is the unifying theme that drove the selection of the reading in one thematically oriented course. It allowed for treatment of many "isms," such as racism, sexism, ageism, and challenged reductive thinking about them. Since most incoming freshmen are highly concerned with peer pressure and self-discovery, this thematic approach seemed to hold the most promise. At first readings served as a vehicle for subjective responses in journals; excerpts from these journals shows a level of personal engagement. Later such responses were fashioned into essays. (Contains list of course thematic readings, other course materials and 19 references.) (TB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A