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ERIC Number: EJ1062028
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1534-9322
The Mediation of Literacy Education and Correspondence Composition Courses at UNC-Chapel Hill, 1912-1924
Wooten, Courtney Adams
Composition Studies, v41 n2 p40-57 Fall 2013
Tracing the correspondence composition courses taught at the University of North Carolina-Chapel Hill from 1912 to 1924, this essay argues that examining distance education in the nineteenth and twentieth centuries can reveal possible problems or solutions to issues composition instructors face in twenty-first-century debates about moving first-year composition courses online, particularly in rapidly developing Massive Open Online Courses (MOOCs). This essay develops a theory of literacy mediation built on Deborah Brandt's notion of literacy sponsorship, claiming that more attention needs to be paid to how literacies are mediated by institutions, particularly when institutions support composition instruction that occurs off-campus as in distance education. Writing programs need to ensure that face-to-face and online students receive comparable instruction and that all students, regardless of the spaces in which they take composition courses, understand the institutional and programmatic values of composition on their physical or virtual campuses.
University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail: compstudies@uc.edu; Web site: http://www.uc.edu/journals/composition-studies.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina