Analysis of her copious data led her to conclude that expert writers possess deep knowledge of the discourse communities they occupy.
The way to get students to understand a writing assignment is to foster a sense of expertise and the accompanying confidence by giving them the knowledge they need. The first step is situating the writing assignment in a discourse community. At the graduate level, we can situate assignments near the center of a disciplinary discourse community. At the undergraduate level, it is best to let students begin at the margins of academic discourse communities and progress closer to the center as they advance toward graduation.
The discourse community primarily influences the premise of an assignment, or what experts in writing call the rhetorical situation. It is a simple matter of presenting our assignments in terms of four kinds of knowledge:. In my experience, faculty often do address all four kinds of knowledge in their writing assignment handouts. However, they tend to emphasize process, writing as much of the handout as possible in the form of chronological instructions. Also, certain kinds of knowledge get less attention than others.
It is not uncommon, for example, for a professor to say very little about audience rhetorical knowledge , assuming that students will easily understand a rather complex rhetorical situation in which the primary audience is hypothetical and the professor is a secondary reader whose role is to evaluate. My psychology colleague used this framework to revise the writing assignment that had caused her students to bombard her with questions.
Sample frameworks: First-year writing assignment Angus Woodward. Susan Brigman. References: Beaufort, Anne. CE publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Research in the Teaching of English Present A broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities.
Anne Beaufort, Ph.D.
Community Literacy Journal Present Provides information about the field's emerging methodologies and research agendas and includes work by literacy workers, practitioners and community literacy program staff. Teaching college writing, preparing the field's future teacher-scholars. Computers and Composition Present Provides a forum for discussing issues connected with writing and computer use.
It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence. JAC A forum for scholars interested in theoretical approaches to the interdisciplinary study of rhetoric, culture, and politics.
College Writing and Beyond: A New Framework for University Writing Instruction - ProQuest
Journal of Teaching Writing Address the practices and theories which bear on our knowledge of how people learn and communicate through writing. Pedagogy Present An innovative journal that aims to build a new discourse around teaching in English studies. Reversing the long history of marginalization of teaching and the scholarship produced around it, it offers a forum for critical reflection and spirited debate. WLN Present Provides ideas and information about writing centers in high schools, colleges, and universities.
Focuses on challenges in tutoring theory and methodology, handling ESL issues, directing a writing center, training tutors, adding computers, designing and expanding centers, and using tutorial theory and pedagogy. WPA Journal o Articles and essays concerning the organization, administration, practices, and aims of college and university writing programs.
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Writing Center Journal Present A leading journal in research related to the field of writing centers. Writing on the Edge Present Focuses on writing and the teaching of writing, is aimed primarily at college-level composition teachers and others interested in writing and writing instruction.
Written Communication Present The essential journal for research on the study of writing in all its symbolic forms. Across the Disciplines A refereed journal devoted to language, learning, and academic writing, publishes articles relevant to writing and writing pedagogy in all their intellectual, political, social, and technological complexity. Composition Forum A journal of pedagogical theory in rhetoric and composition.
Computers and Composition Online Provides a forum for discussing issues connected with writing and computer use.
JAC Online A forum for scholars interested in theoretical approaches to the interdisciplinary study of rhetoric, culture, and politics. Kairos: A Journal of Rhetoric, Technology, and Pedagogy A refereed open-access online journal exploring the intersections of rhetoric, technology, and pedagogy. Literacy in Composition Studies A refereed open access online journal that sponsors scholarly activity at the nexus of Literacy and Composition Studies. The Writing Instructor A networked journal and digital community for writers and teachers of writing.
The descriptions listed here are provided by each journal. Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of "threshold concepts"--concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field's most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors.
These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy.