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ERIC Number: ED465990
Record Type: Non-Journal
Publication Date: 2002-Mar-21
Pages: 7
Abstractor: N/A
Reference Count: N/A
Programmatic Interdisciplinarity.
Hood, Carra Leah
Commonly thought to mean "an essay for school," composition courses in colleges and universities aspire to teach first-year college students to write academic prose. For institutional purposes, composition classes are considered service courses, preparing students to write those kinds of papers they will be asked to write in their major courses. Instructors hired to teach composition at Southern Connecticut State University enter a department that, like many English departments housing this service course, defines composition as not literature and that, as a result, determined that non-literary texts must be used to teach these courses. So composition is conventionally taught with anthologies, most of which claim to be interdisciplinary. The editors of "Ways of Reading," for example, intentionally select essays that are too difficult for first-year college students to grasp, instructing them to work with those pieces of the essays that they understand. This guidance, however practical, undermines the text's potential usefulness as a tool to conceptualize interdisciplinary connections. This paper argues that interdisciplinarity is not accomplished by including essays representing more than one discipline on a table of contents--interdisciplinarity is a method for investigating systems of meaning as they are coded in language across discourses. The paper explains this method using a grammatical reference: conjunction. According to the paper, interdisciplinarity is a way of reading that asks students to identify a concept meaningfully deployed in more than one discipline, and to produce a text comprehensible to those disciplines under consideration. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A