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ERIC Number: EJ989504
Record Type: Journal
Publication Date: 2012
Pages: 25
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1534-9322
Forging Rhetorical Subjects: Problem-Based Learning in the Writing Classroom
Rosinski, Paula; Peeples, Tim
Composition Studies, v40 n2 p9-32 Fall 2012
Following a brief introduction to problem-based learning (PBL) as one type of highly-engaged pedagogy, this article examines how PBL activities in a first-year writing class and an upper-level professional writing and rhetoric class led students to develop rhetorical subjectivities. We conclude that highly engaged pedagogies, like PBL, that purposively situate students/teacher within indeterminate spaces requiring active reflection and meta-cognition are more likely to forge successful writers, writers who have more experience making a wide range of rhetorical choices, have a better sense of writing as contextualized praxis, and know to expect and value the collaborative nature of writing. (Contains 3 notes.)
University of Winnipeg. Department of Rhetoric, Writing, and Communications 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-786-9001; Fax: 204-774-4134; e-mail: compositionstudies@uwinnipeg.ca; Web site: http://www.compositionstudies.uwinnipeg.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement