Concepts in Composition: Theory and Practice in the Teaching by Irene L. Clark

By Irene L. Clark

All in favour of scholarship in rhetoric and composition over the last quarter-century, Concepts in Composition: concept and perform within the instructing of Writing is designed to foster mirrored image on how idea affects perform, permitting potential lecturers to improve their very own entire and coherent perception of what writing is or will be and to contemplate how humans learn how to write. This strategy permits readers to imagine the twin position of either instructor and pupil as they input the dialog of the self-discipline and get to grips with a number of the serious concerns.

each one bankruptcy addresses a specific theoretical proposal suitable to lecture room instructing and contains actions to assist readers determine the relationship among theoretical innovations and lecture room classes. an enormous premise is that basically whilst potential writing lecturers comprehend this courting will they have the capacity to educate successfully. The chapters, designed to facilitate this realizing, include:

*an assessment of an important inspiration in composition that has generated scholarly awareness, and in a few circumstances, severe controversy over the last 25 years;
*writing assignments and dialogue activates to foster extra exploration of the concept;
*thought-provoking articles;
*bibliographies for extra learn; and
*suggestions for school room actions to use the idea that in a pedagogical context.

The textual content is enriched by way of seven chapters authored by means of invited students with services specifically options of composition. appendixes--"Developing potent Writing Assignments" and "Developing a Syllabus" improve the pedagogical usefulness of the text.

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Concerned with avoiding models that suggest that the writing process is linear, Flower and Hayes (1981) set up a cognitive theory based on four points: 1. The process of writing is best understood as a set of distinctive think processes that writers orchestrate or organize during the act of composing. P1: FpQ LE048-01 LE048/Clark August 28, 2002 10:23 Process 13 2. These processes have a hierarchical, highly embedded organization in which any process can be embedded within any other. 3. The act of composing itself is a goal-directed thinking process, guided by the writer’s own growing network of goals.

Consensus and difference in collaborative learning. College English, 51, 602–616. CRITICISM OF THE PROCESS MOVEMENT The process movement resulted in important developments in the teaching of writing, notably a flowering of interest in composition pedagogy, the creation of an established research discipline concerned with writing and the P1: FpQ LE048-01 LE048/Clark August 28, 2002 20 10:23 Chapter 1 teaching of writing, the realization that people learn to write by actually writing and revising, rather than by completing decontextualized exercises, and a renewed attention to individualized instruction.

Examine the essay for coherence. What strategies are used to connect each paragraph with the next? 5. Examine the essay for style and sentence structure. What specific words does the writer use to illustrate main points? What kind of person do you sense behind the prose? How does the writer make this person seem real? How does the writer use sentence structure to develop the essay? Is the essay’s style sufficiently varied? Are the sentences choppy? 6. What has the writer done to make the essay interesting?

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