Writing and power : a critical introduction to composition studies / / Candace Mitchell

• Record Nr.: UNINA9910460717803321
• Autore: Mitchell Candace
• Pubbl/distr/stampa: Abingdon, Oxon : , : Routledge, , 2016
• ISBN: 1-317-24861-9; 1-315-63096-6; 1-317-24860-0
• Descrizione fisica: 1 online resource (269 p.)
• Collana: Series in Critical Narrative
• Disciplina: 808.042071
• Soggetti: English language - Rhetoric - Study and teaching - Social aspects; English language - Composition and exercises - Study and teaching - Social aspects; Report writing - Study and teaching - Social aspects; Power (Social sciences); Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: First published 2004 by Paradigm Publishers.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; Introduction; Rewriting Writing; (Passive) Aggressive Progressives; Ideology; The Centrality of Subjectivity: My Evolving/Revolving Positions(s) in Context; Getting through the Gate; Oppressive Progressives; Methodology; Structure of the Book; Who Might Want to Read This Book; 1 The Traditional Approach; The Social Construction of the New Rhetoric; The Institutionalization of Comp I and II; Shaping Writing Instruction and the Expansion of English Studies; The Transformation of Rhetoric; A Last-Ditch Effort for Status and Control: The Traditional ApproachRemediation and Fragmentation; A Space and Place in the Academy; 2 The Cognitive Approach; Noam Chomsky versus B. F. Skinner: The Primacy of Cognition; Jerome Bruner and Process; Product versus Process; John Locke, the Empiricist, versus René Descartes, the Rationalist; Writing Research: Cognition and Process; Teaching Writing: The Cognitive Approach; Teacher and Student: Equal in Status?; ; Establishing a Niche in the Academy; Making It in Academia; 3 The Expressive Approach; Discovery of Meaning; The Social Construction of FormThe Privileging of "Appropriate" Forms; Research on Teacher Response to Student Writing; The Rubric of Facilitator; Meaning Making; "Responding to Student Writing": An Analysis of Context, Motive, and Form; Research Context and Textual Form; Doing Science; The Study; So, How Do Students Fare?; 4 The Social/Cultural Approach; Writing as Social Practice(s); Rap (and a Black Man's Poetry) in the Classroom; Discourse Communities; Success or Failure; The Social Construction of Form(s); Explicit Teaching of Form: Anathema to Process Approach Adherents; Border Patrol in the AcademyMaintaining the Status Quo: An Academic Accolade; Reaching Toward the Not Yet; 5 The Social Construction of a Writing Instructor: Sarah's Ideology; And What Do You Want to Be When You Grow Up?; Part-Timers: Servitude and the Creation of an Underclass; Life beyond Teaching Writing: Just a Glimpse; Hierarchical Structures; The Colonization of Writing; Part-Timers: Maintenance of an Underclass; Back to Sarah's Story; Anyone Can Teach ESL; On to a Master's Degree; Developing an Ideology of Teaching: Graduate Study and Practical Experience; Out of the Public School System and on to CompositionSarah's Emergent Ideology; 6 From Ideology to Practice: Sarah Teaching; Establishing Status as a Discipline; Writing Classes Are Serious Classes; Academic Writing; The Academic "We"; The Paragraph; But One-Sentence Paragraphs Do Exist!; The Rules Are Firmly Established; Choosing a Research Topic and Source Materials; More Numbers; Summarizing and Paraphrasing; Cognitive Approach Put to Practice; Concluding Comments; 7 Proficient Student Writers in Context: Alan's and Zola's Stories; Alan: My Student; Zola: The Resisting Student; 8 Less-Proficient Student Writers in Context: Tan's and Araya's Stories