I Writing: The Politics and Practice of Teaching First-Person Writing

Paley wishes to investigate whether, and to what extent, students in an expressivist classroom, where writing is grounded in personal narrative, can and will address social and political issues. [...]she suspects that expressivist pedagogy has fallen victim to becoming the "Other" in compo...

Full description

Saved in:
Bibliographic Details
Published inCollege composition and communication Vol. 55; no. 2; pp. 363 - 366
Main Author Kirsch, Gesa E.
Format Book Review Journal Article
LanguageEnglish
Published Urbana National Council of Teachers of English 01.12.2003
Subjects
Classrooms
Ethnography
Expressive Language
Person
Political Issues
Politics
Predominantly White Institutions
Reviews
Social Responsibility
Teacher Selection
Writing
Writing Instruction
Writing Teachers
Online AccessGet full text
ISSN0010-096X
1939-9006
DOI10.2307/3594224

Cover

More Information
Summary:Paley wishes to investigate whether, and to what extent, students in an expressivist classroom, where writing is grounded in personal narrative, can and will address social and political issues. [...]she suspects that expressivist pedagogy has fallen victim to becoming the "Other" in composition studies, a shorthand for all that we wanted to leave behind when we focused our work and energy on the social, cultural, and political contexts of writing. [...]Paley sets herself the impressive task of conducting an ethnography of expressivist pedagogy and restoring its credibility as a viable theory of composition. [...]she had insider status in the writing program, sharing goals and concerns with her colleagues, several of whom she visited for her ethnographic study.
Bibliography:content type line 1
SourceType-Scholarly Journals-1
ObjectType-Review-1
ISSN:0010-096X
1939-9006
DOI:10.2307/3594224