Writing across the Curriculum and into Social Critique?

Autor/in	Gottschalk, Katherine K.
Titel	Writing across the Curriculum and into Social Critique?
Quelle	(2002), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Course Objectives; Higher Education; Seminars; Social Change; Student Needs; Writing Across the Curriculum + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Seminar; Sozialer Wandel
Abstract	The theme of social justice and social change in rhetoric and composition in this year's Conference on College Composition and Communication presents a perfect opportunity to take up the matter of extra obligations imposed on writing classes. The extra obligations the composition community urges its teachers to take up are, of course, usually excellent, and in fact many composition classes achieve these goals. But what David Jolliffe calls "transcendent" goals may be just as well received when they are a by-product, not the direct object of study. This paper argues that writing classes should, rather, focus directly on having students learn to write well about well-defined disciplinary subjects. The paper considers the differing opinions of many composition scholars, such as Erika Lindemann, Patricia Bizzell, Kurt Spellmeyer, Joseph Williams, and Greg Colomb, on what should be taught in the writing class and how it should be taught. It contends that the study of writing based in the close study of a discipline is not likely to be "blind to questions of value"--teachers who are expert in and care about their subjects are very insistent upon matters of value. Attached are assignment sequences prepared by graduate students instructors for Cornell first-year writing seminars and a sample assignment sequence. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC