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ERIC Number: ED412539
Record Type: Non-Journal
Publication Date: 1997-Oct-24
Pages: 14
Abstractor: N/A
Reference Count: N/A
Diversity in the Canon and the Composition Class: Rethinking the Role of Literature in the Writing Classroom.
Pezzulich, Evelyn
Writing teachers are currently faced with another paradigm shift. Some 25 years ago, a fledgling field of composition studies advocated the switch from a traditional product view to a process view of teaching writing. Recently, new studies and books are emerging which critique this view as insufficient. The pragmatic view of writing instruction uses the process view as its foundation and builds on it by increasing the emphasis on the social aspects of writing. It also advances a whole-language approach to teaching. In conjunction with this paradigm shift, several other pedagogical movements are afoot, including becoming aware of cultural diversity both within the literary canon and the classroom. Yet another issue concerns whether literary text should be used in the composition classroom. Inclusion of literary texts in the classroom that model the move from silence toward language, especially by marginalized characters, are important in promoting a liberal education that seeks to empower similarly silenced and marginalized students. (Contains six references.) (CR)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A