Teaching Composition As A Social Process
Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the cla...
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| Main Author | |
|---|---|
| Format | eBook |
| Language | English |
| Published |
Chicago
Utah State University Press
2000
University Press of Colorado |
| Edition | 1 |
| Subjects | |
| Online Access | Get full text |
| ISBN | 9780874212839 0874212839 9780874213522 0874213525 |
| DOI | 10.2307/j.ctt46nx11 |
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| Abstract | Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show." McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing. A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike. |
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| AbstractList | Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show." McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing. A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike. Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show."McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing.A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms,Teaching Composition as a Social Processwill be valued by experienced and beginning composition teachers alike. Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show." McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing. A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike.   |
| Author | Mccomiskey, Bruce |
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| Copyright | 2000 Utah State University Press |
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| SubjectTerms | Book Industry Communication Composition & Creative Writing Creative writing & creative writing guides Creative writing and creative writing guides Education EDUCATION / General EDUCATION / Teaching Methods & Materials / Arts & Humanities English language Language Language & Literature Language and Linguistics LANGUAGE ARTS & DISCIPLINES LANGUAGE ARTS & DISCIPLINES / General LANGUAGE ARTS & DISCIPLINES / Writing / General Language: reference & general Language: reference and general Report writing Rhetoric Rhetoric and psychology Social aspects Society & social sciences Society and Social Sciences Study and teaching Teaching of a specific subject Teaching of specific groups & persons with special educational needs Teaching of students with English as a second language (TESOL) |
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| TableOfContents | Front Matter
Table of Contents
ACKNOWLEDGMENTS
INTRODUCTION
CHAPTER ONE: Three Levels of Composing
CHAPTER TWO: Social–Process Rhetorical Inquiry
CHAPTER THREE: The Post–Process Movement in Composition Studies
CHAPTER FOUR: Composing Postmodern Subjectivities in the Aporia between Identity and Difference
CHAPTER FIVE: Critical Discourse Analysis in the Composition Class
CHAPTER SIX: Writing in Context
WORKS CITED
INDEX
ABOUT THE AUTHOR Contents Acknowledgments Introduction 1. Three Levels of Composing 2. Social-Process Rhetorical Inquiry Appendix A: Advertising Critical and Practical Essays: Assignments Appendix B: The Cycle of Cultural Production, Contextual Distribution, and Critical Consumption: A Cultural Studies Heuristic for Rhetorical Inquiry into Advertising 3. The Post-Process Movement in Composition Studies Appendix A: Work Critical and Practical Essays: Assignments Appendix B: Work Critical and Practical Essays: Invention Heuristic 4. Composing Postmodern Subjectivities in the Aporia between Identity and Difference 5. Critical Discourse Analysis in the Composition Class 6. Writing in Context Appendix A: School Critical and Practical Essays: Invention Works Cited Index About the Author Cover Frontmatter Intro -- CONTENTS -- ACKNOWLEDGMENTS -- INTRODUCTION -- 1 Three Levels of Composing -- 2 Social-Process Rhetorical Inquiry -- APPENDIX A Advertising Critical and Practical Essays: Assignments -- APPENDIX B The Cycle of Cultural Production, Contextual Distribution, and Critical Consumption: A Cultural Studies Heuristic for Rhetorical Inquiry into Advertising -- 3 The Post-Process Movement in Composition Studies -- APPENDIX A Work Critical and Practical Essays: Assignments -- APPENDIX B Work Critical and Practical Essays: Invention Heuristic -- 4 Composing Postmodern Subjectivities in the Aporia between Identity and Difference -- 5 Critical Discourse Analysis in the Composition Class -- 6 Writing in Context -- APPENDIX A School Critical and Practical Essays: Invention -- WORKS CITED -- INDEX -- ABOUT THE AUTHOR |
| Title | Teaching Composition As A Social Process |
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