Topic
First-year composition
About: First-year composition is a research topic. Over the lifetime, 330 publications have been published within this topic receiving 2159 citations.
Papers published on a yearly basis
Papers
TL;DR: While longitudinal research within the field of writing studies has contributed to our understanding of postsecondary students’ writing development, there has been less attention given to the discu... as discussed by the authors.
Abstract: While longitudinal research within the field of writing studies has contributed to our understanding of postsecondary students’ writing development, there has been less attention given to the discu...
284 citations
TL;DR: Blak et al. as discussed by the authors proposed reflection as a means of enhancing learning; the design and uses of electronic portfolios; and ways of assessing digital texts, where reflection was used for enhancing learning.
Abstract: Kath leen Blak e Ya nce y is Pearce Professor of English at Clemson University, where she directs the Roy and Marnie Pearce Center for Professional Communication and teaches undergraduate and graduate courses in writing, rhetoric, and professional communication. Editor or author of six books and numerous articles and chapters, she chairs the College Section of NCTE and is vice-president of WPA. Her current interests include reflection as a means of enhancing learning; the design and uses of electronic portfolios; and ways of assessing digital texts.
240 citations
1 Jan 2016
TL;DR: This peda gogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition and seeks instead to improve students' understanding of writing, rhetoric, language, and literacy in a course that is topi cally oriented to reading and writing as scholarly inquiry and that encourages more realistic conceptions of writing.
Abstract: In this article we propose, theorize, demonstrate, and report early results from a course that approaches first-year composition as Introduction to Writing Studies. This peda gogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition. It seeks instead to improve stu dents' understanding of writing, rhetoric, language, and literacy in a course that is topi cally oriented to reading and writing as scholarly inquiry and that encourages more realistic conceptions of writing.
171 citations
TL;DR: Students’ responses to an extensive survey, in which they analyzed their experiences in their courses, point to larger questions about individual pedagogical assumptions as well as larger issues related to the structures of first-year composition courses and their required status.
100 citations
TL;DR: The authors conducted a perception survey of teachers of both mainstream and L2 sections of first-year composition courses and found that writing teachers do recognize the presence and needs of L2 writers, and more than a few teachers were enthusiastic about working with this student population.
96 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 6 |
| 2020 | 14 |
| 2019 | 14 |
| 2018 | 20 |
| 2017 | 26 |
| 2016 | 24 |