NotesFAQContact Us
Search Tips
ERIC Number: ED381778
Record Type: Non-Journal
Publication Date: 1995-May
Pages: 6
Abstractor: N/A
Reference Count: N/A
Survival Tactics: Rethinking and Redesigning a Writing Program during the New Abolitionism.
Shamoon, Linda
Composition Chronicle, v8 n4 p4-7 May 1995
At the University of Rhode Island, instructors in English and other disciplines are looking critically at the writing program. At present that program offers a range of basic, intermediate and advanced undergraduate writing classes--courses that are grounded in at least two sets of assumptions that deserve scrutiny. The first set of assumptions views composition as a basic requirement that students should fulfill before going on to other college course work: whatever a student learns in elementary composition is believed to be transferable to new material, new disciplinary thinking, and new assignments. The second set of assumptions centers on the pedagogy of composition (as opposed to rhetoric). According to Robert Schwegler, composition differs from rhetoric in that: (1) it focuses on the individual in the act of creating (while rhetoric focuses on a discursive field and practices that make it up); (2) it aims at the production of discrete texts (while according to rhetoric theory no single text or performance is complete in itself); and (3) it insists that students discover and embody personal meaning in texts (while rhetoric views writing as interpolation, a process of entering into a discursive field). A new writing program at Rhode Island would use the theory of rhetoric to make writing an ongoing process. Using the apprenticeship model, faculty would coach undergraduates over a long period of time, six to eight semesters. Group work with other members of a discipline would also be a part of the program. (TB)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A