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ERIC Number: EJ816446
Record Type: Journal
Publication Date: 2004
Pages: 20
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1534-9322
Uncoverage in Composition Pedagogy
Reid, E. Shelley
Composition Studies, v32 n1 p15-34 Spr 2004
This article describes the increasing pressures on those who teach graduate seminars in composition pedagogy to cover a broad range of texts, topics, and techniques. It argues that in response, pedagogy instructors may need to deliberately (re)design their courses in order to continue to help new writing instructors engage in inquiry and discovery, to help them learn to "think like teachers." Specifically, it recommends two kinds of un-coverage strategies. The first is a problem-based pedagogy, such as one described by Wendy Swyt that features reading-clusters and a "contact-zone" approach, or one that focuses on investigating "unsolvable problems" in composition pedagogy. The second is a discovery-draft pedagogy, one that uses exploratory, challenging writing assignments and writing workshops to engage students in reflection and inquiry.
Texas Christian University. TCU Department of English 297270, 2800 South University Drive, Fort Worth, TX 76129. Tel: 817-257-6895; Fax: 817-257-6238; e-mail: compositionstudies@tcu.edu; Web site: http://www. compositionstudies.tcu.edu/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A