Learning to Write: Plowing and Hoeing, Labor and Essaying

Autor/in	Fulford, Amanda
Titel	Learning to Write: Plowing and Hoeing, Labor and Essaying
Quelle	In: Educational Theory, 66 (2016) 4, S.519-534 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12186
Schlagwörter	College Students; Writing Instruction; Writing (Composition); Essays; Guides; Instructional Effectiveness; Academic Discourse; Etymology; Writing Processes; Authors; Literary Styles; United States Literature + Suchen Sie Ihr Suchwort? Collegestudent; Schreibunterricht; Schreibübung; Essay; Aufsatzunterricht; Handbuch; Leitfaden; Unterrichtserfolg; Discourse; Diskurs; Etymologie; Author; Autor; Autorin; Literarischer Stil
Abstract	In this paper Amanda Fulford addresses the issue of student writing in the university, and explores how the increasing dominance of outcome-driven modes of learning and assessment is changing the understanding of what it is to write, what is expected of students in their writing, and how academic writing should best be supported. The starting point is the increasing use of what are termed "technologies" of writing--"handbooks" for students that address issues of academic writing--that systematize, and smooth the work of writing in, Fulford argues, an unhelpful way. This leads to a reconsideration of what it means to write in the university, and what it is to be a student who writes. Fulford explores etymologically the concept of "writing" and suggests that it might be seen metaphorically as physical labor. Writing as physical labor is explored further through the agricultural metaphors in Henry David Thoreau's "Walden" and through Stanley Cavell's reading of that text. In making a distinction between writing-as-plowing and writing-as-hoeing, Fulford argues that some technologies of writing deny voice rather than facilitate it, and she concludes by offering a number of suggestions for the teaching and learning of writing in the university that emphasize the value of being lost (in one's subject and one's work) and finding one's own way out. These "lessons" are illustrated with reference to Thoreau's text "Walden" and to American literature and film. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01