ERIC Number: ED408576
Record Type: RIE
Publication Date: 1997-Mar-12
The Pedagogy of Disclosure: Class Letters Fostering Partnerships between Instructor and Students.
Beginning college writers often approach the writing classroom with attitudes of fear and alienation. Fostering partnerships between instructor and students allows these writers to extend their private selves, affirm their identities, and connect to larger audiences. Letter writing can help establish an authentic connection between instructor and student, where the instructor can serve as a mediating audience through which students can test their authority and negotiate their otherness. Students can also relate to each other in cooperative and noncompetitive ways as writers in a writing community. It is the pedagogy of disclosure, through the intervening and enfolding use of the class letter, that can bring students into the community of writers--taking them away from writing as alienating work and into a world of mutual respect and support. As a motivating vehicle, class letters can encourage a climate of incremental risk where the self is revealed both to the reader and the writer. In the ensuing process of validation, students gain authority over their writing, a methodology that extends to their more formal assignments. (Author/CR)
Descriptors: Audience Awareness, Class Activities, Classroom Techniques, Discourse Communities, Higher Education, Instructional Effectiveness, Letters (Correspondence), Self Disclosure (Individuals), Student Participation, Teacher Student Relationship, Undergraduate Students, Writing Apprehension, Writing Assignments, Writing Instruction
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (48th, Phoenix, AZ, March 12-15, 1997).