Rhizomatic Literacies: Restructuring Pedagogy and Practice within the Freshmen Composition Classroom
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| Title: | Rhizomatic Literacies: Restructuring Pedagogy and Practice within the Freshmen Composition Classroom |
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| Language: | English |
| Authors: | Webb, Adam |
| Source: | Online Submission. 2009. |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 147 |
| Publication Date: | 2009 |
| Document Type: | Reports - Evaluative Tests/Questionnaires |
| Education Level: | Higher Education |
| Descriptors: | College Freshmen, Introductory Courses, Writing (Composition), Writing Instruction, Writing Assignments, Writing Exercises, Networks, Theory Practice Relationship, Academic Discourse, Service Learning, Research Proposals, Grading, Social Cognition |
| Abstract: | Current approaches and trends in writing pedagogy within the composition classroom focus on the development of students' identities through personal, cultural, or disciplinary processes. By employing writing assignments and activities that concentrate on developing certain traits or characteristics of students' identities has led to a "crisis" within the field of composition studies. This crisis exists because many writing pedagogies operate within cognitive and social paradigms, which involve ways of knowing and doing things, such as the use of grammar, interpretation of culture through literature, and methods of research. In essence, many writing pedagogies in the cognitive and social paradigms tend to promote and produce an Academic Literacy that is not only alienating to many students, but that also acts as a "gate-keeping/grade-giving" mechanism (Beaufort, 2007). By viewing freshmen composition from a social-cognitive standpoint, institutions of higher learning can implement curriculums that promote writing assignments and activities that influence students to "trace" academic literacy, which is based on Standard Academic Discourse (SAD). On the other hand, writing pedagogy that incorporates anthropological, ethnographical, and service-learning approaches within a rhizomal paradigm promotes assignments and activities that offer students the opportunity to "map" out their own way of researching and writing within the freshmen composition classroom (Deleuze & Guattari, 1987). The following are appended: (1) English Composition 1301, Section 000; (2) Composition 1301 Grading Rubric: The Resume; (3) Composition 1301 Grading Rubric: The "Interviews" Essays; (4) Writing Assignment # 3: Research Proposal Grading Rubric; (5) Writing Assignment #4: The Research Paper Grading Rubric; (6) Writing Assignment #5: Formal Poster Board Presentation Grading Rubric; (7) Writing Assignment #6: The Final Reflection Grading Rubric; (8) English Composition 1302, Section 000; (9) Composition 1302 Grading Rubric: Service-Learning Project; and (10) Composition 1302 Assignment Description: The Formal Debate on the Service-Learning Project. (Contains 9 footnotes, 3 figures, and 16 tables.) |
| Abstractor: | As Provided |
| Number of References: | 129 |
| Entry Date: | 2010 |
| Accession Number: | ED510705 |
| Database: | ERIC |
| Abstract: | Current approaches and trends in writing pedagogy within the composition classroom focus on the development of students' identities through personal, cultural, or disciplinary processes. By employing writing assignments and activities that concentrate on developing certain traits or characteristics of students' identities has led to a "crisis" within the field of composition studies. This crisis exists because many writing pedagogies operate within cognitive and social paradigms, which involve ways of knowing and doing things, such as the use of grammar, interpretation of culture through literature, and methods of research. In essence, many writing pedagogies in the cognitive and social paradigms tend to promote and produce an Academic Literacy that is not only alienating to many students, but that also acts as a "gate-keeping/grade-giving" mechanism (Beaufort, 2007). By viewing freshmen composition from a social-cognitive standpoint, institutions of higher learning can implement curriculums that promote writing assignments and activities that influence students to "trace" academic literacy, which is based on Standard Academic Discourse (SAD). On the other hand, writing pedagogy that incorporates anthropological, ethnographical, and service-learning approaches within a rhizomal paradigm promotes assignments and activities that offer students the opportunity to "map" out their own way of researching and writing within the freshmen composition classroom (Deleuze & Guattari, 1987). The following are appended: (1) English Composition 1301, Section 000; (2) Composition 1301 Grading Rubric: The Resume; (3) Composition 1301 Grading Rubric: The "Interviews" Essays; (4) Writing Assignment # 3: Research Proposal Grading Rubric; (5) Writing Assignment #4: The Research Paper Grading Rubric; (6) Writing Assignment #5: Formal Poster Board Presentation Grading Rubric; (7) Writing Assignment #6: The Final Reflection Grading Rubric; (8) English Composition 1302, Section 000; (9) Composition 1302 Grading Rubric: Service-Learning Project; and (10) Composition 1302 Assignment Description: The Formal Debate on the Service-Learning Project. (Contains 9 footnotes, 3 figures, and 16 tables.) |
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