College composition & communication /
College composition & communication /
Editor, Jonathan Alexander.
- Urbana, IL : National Council of Teachers of English, June 2018.
- 548-685 page ; 23 cm.
- V.69, No.4 .
1. Writing in Social Worlds: An Argument for Researching Composing Processes. Pamela Takayoshi. Empirical research on composing processes is virtually absent in our field. What do contemporary writers actually do when they compose? | argue that we need a return to research on composing processes, as writers are every day weaving together the social and cognitive through writing. One writer's composing process think-aloud suggests how some writers today weave together cognitive and cultural processes of meaning making in ways unimagined at the time of the last composing process research.--2. Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice. Heather Lindenman, Martin Camper, Lindsay Funne Jacoby, and Jessica Enoch. This essay brings to light new evidence about the relationship between revision and reflective writing in the first-year writing classroom. Based on a robust study of student work, we illuminate a variety of complex relationships between the writing knowledge that students articulate in their reflections-including how they narrate their course progress, approach teacher commentary, and make decisions about their revisions-and the actual writing practices they execute in their revised essays. The essay offers pedagogical innovations that help students use reflective writing in ways that support substantive revision.--3. "Language Difference Can Be an Asset": Exploring the Experiences of Nonnative English-Speaking Teachers of Writing. Todd Ruecker, Stefan Frazier, and Mariya Tseptsura The increasing diversity of US higher education has brought greater language diversity to institutions nationwide. While writing studies researchers have increasingly paid attention to the linguistic diversity of student writers, little attention has been paid to the growing numbers of writing teachers who speak English asa second language. This article reports on a study in which we surveyed seventy-eight nonnative English-speaking instructors and conducted follow-up interviews with eleven of them. Following a presentation of the survey data and profiles of selected interviewees, we recommend ways of working with instructors and students in ordet to decrease language prejudices and better facilitate the professional development of nonnative English-speaking teachers in writing programs.--4. "Always Up Against":A Study of Veteran WPAs and Social Resilience. Shari J. Stenberg and Debbie Minter. This essay reports on an interview-based study of ten veteran WPAs, whose thre decades of service spans neoliberalism's growing influence on universities. Our find ings trace their enactment of social resilience, a dynamic, relational process that allowed them, even in the face of constraint, to act and to preserve key commitments.
0010-096X
1. Writing in Social Worlds: An Argument for Researching Composing Processes. Pamela Takayoshi. Empirical research on composing processes is virtually absent in our field. What do contemporary writers actually do when they compose? | argue that we need a return to research on composing processes, as writers are every day weaving together the social and cognitive through writing. One writer's composing process think-aloud suggests how some writers today weave together cognitive and cultural processes of meaning making in ways unimagined at the time of the last composing process research.--2. Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice. Heather Lindenman, Martin Camper, Lindsay Funne Jacoby, and Jessica Enoch. This essay brings to light new evidence about the relationship between revision and reflective writing in the first-year writing classroom. Based on a robust study of student work, we illuminate a variety of complex relationships between the writing knowledge that students articulate in their reflections-including how they narrate their course progress, approach teacher commentary, and make decisions about their revisions-and the actual writing practices they execute in their revised essays. The essay offers pedagogical innovations that help students use reflective writing in ways that support substantive revision.--3. "Language Difference Can Be an Asset": Exploring the Experiences of Nonnative English-Speaking Teachers of Writing. Todd Ruecker, Stefan Frazier, and Mariya Tseptsura The increasing diversity of US higher education has brought greater language diversity to institutions nationwide. While writing studies researchers have increasingly paid attention to the linguistic diversity of student writers, little attention has been paid to the growing numbers of writing teachers who speak English asa second language. This article reports on a study in which we surveyed seventy-eight nonnative English-speaking instructors and conducted follow-up interviews with eleven of them. Following a presentation of the survey data and profiles of selected interviewees, we recommend ways of working with instructors and students in ordet to decrease language prejudices and better facilitate the professional development of nonnative English-speaking teachers in writing programs.--4. "Always Up Against":A Study of Veteran WPAs and Social Resilience. Shari J. Stenberg and Debbie Minter. This essay reports on an interview-based study of ten veteran WPAs, whose thre decades of service spans neoliberalism's growing influence on universities. Our find ings trace their enactment of social resilience, a dynamic, relational process that allowed them, even in the face of constraint, to act and to preserve key commitments.
0010-096X