Writing About Writing: A Snapshot in Time.

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Bibliographic Details
Title:	Writing About Writing: A Snapshot in Time.
Authors:	Cochran, Cynthia A., Babcock, Rebecca Day, Dean, Aliethia
Source:	Composition Studies. Fall2023, Vol. 51 Issue 2, p64-85. 22p.
Subject Terms:	Writing education, Postsecondary education, *Teaching aids, Grounded theory, Empirical research
Abstract:	Writing about writing (WAW) pedagogy is becoming a dominant approach to teaching writing, yet lacks descriptive empirical studies. In response to this deficit, we surveyed postsecondary instructors using WAW in the US and Canada to discover how they define WAW conceptually (what they think) and operationally (what they do). We used grounded theory to code data and inform our analysis of surveys, interviews, and course materials, including reading and writing assignments. Participants defined WAW as a movement, a pedagogical approach, and a subject matter whereby students read disciplinary literature in writing studies, use writing to investigate and understand writing and writing processes (especially their own), and develop metacognition about writing (including for transfer). The course subject or focus was writing itself, disciplinary content of writing studies (including research), and students' own reflective awareness. Instructors used a range of readings to teach disciplinary content and research methods in writing studies. Classroom activities included practicing and reflecting on writing and researching writing. Assignments focused on the topic of writing including rhetorical analysis and real-world writing tasks, often emphasizing reflection and metacognition. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Writing about writing (WAW) pedagogy is becoming a dominant approach to teaching writing, yet lacks descriptive empirical studies. In response to this deficit, we surveyed postsecondary instructors using WAW in the US and Canada to discover how they define WAW conceptually (what they think) and operationally (what they do). We used grounded theory to code data and inform our analysis of surveys, interviews, and course materials, including reading and writing assignments. Participants defined WAW as a movement, a pedagogical approach, and a subject matter whereby students read disciplinary literature in writing studies, use writing to investigate and understand writing and writing processes (especially their own), and develop metacognition about writing (including for transfer). The course subject or focus was writing itself, disciplinary content of writing studies (including research), and students' own reflective awareness. Instructors used a range of readings to teach disciplinary content and research methods in writing studies. Classroom activities included practicing and reflecting on writing and researching writing. Assignments focused on the topic of writing including rhetorical analysis and real-world writing tasks, often emphasizing reflection and metacognition. [ABSTRACT FROM AUTHOR]
ISSN:	15349322