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ERIC Number: ED462717
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
The Fraud of Composition Pedagogy: What I Learned from Writing a Handbook.
Howard, Rebecca Moore
The author of this paper, a writing teacher who is also writing a handbook for McGraw-Hill, finds herself in a conceptual, pedagogical quandary that leaves her feeling like a fraud. According to the paper, she sees her job as helping her students gain the editing skills they want, but she has not yet succeeded in integrating the teaching of editing techniques with her rhetorical, situated pedagogies. The paper contains four pieces (which do not make a linear, coherent argument): a narrative snapshot; a disciplinary context; the tensions in "Jennie's" work and in the author's; and the handbook as way station. It concludes that in her next entry into the composition classroom, the teacher/author wants to use the handbook as a "participant in" editing conversations, not the conclusion of them. (Contains 21 references.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A