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1.22.06
Composition Theory
Purpose
In the short
history of formal composition instruction, several schools of thought
have emerged about writing instruction. Four of the major theoretical
movements have included current traditional rhetoric (i.e., constant practice
with a focus on correctness), expressivism (i.e., finding one's own voice),
cognitivism (i.e., understanding the thought process of writing), and
social constructivist (i.e., understanding the conventions and expectations
of specific discourse communities).
In practice, these schools of thought are, of course, not mutually exclusive.
Yet it is good to understand the evolution of these movements so that
when you position yourself through your pedagogy, you know what pedagogical
philosophies you are deliberately–or not–aligning yourself with
.
Before Class
- Read Soven, Chapter 8 (197-240)
- Read Bartholomae, "Inventing the University" [BB]
- Read Flower and Hayes, "A Cognitive Process Theory of Writing" [College Composition and Communication, 32.4]
- Read Elbow, "Reflections on Academic Discourse: How it Relates to Freshman and College" [College English, 53.2]
Historical Background
The instructor will provide some historical background about the state of teaching writing, the discussion will cover the following topics:
- ancient pedagogies
- Harvard and the beginning of college composition
- Current Traditional Rhetoric
- Expressivism
- Cognitivism
- Social Constructivism
Discussion–Soven
What questions do you have about Chapter 8 in Soven's texts?
Discussion–Flower & Hayes, Bartholomae, and Elbow
For each of these three articles we will address the following questions:
- What was the argument?
- How was the argument supported?
- What are your opinions of this approach?
- What practical advice does the writer give?
Activity–From Theory to Practice
Among Flower & Hayes, Bartholomae, and Elbow, choose the theorist(s) that you pedagogically agree with the most. You will all be divided into groups of three based upon these decisions. In these groups...
- expand upon the list of practical advice, if applicable
- choose an activity, an assignment, or a unit and the pedagogical goals for it (i.e., what will your students learn about writing by doing this?)
- outline what the students are to do to achieve this goal
- explain how this outline is supported by the theorist(s) that you have chosen to align yourselves with; reference passages and page numbers. You can draw upon other theorists as well.
At the end of class, you will share your work and submit it for a process grade.