Rehearsing New Roles How College Students Develop As Writers

ISBN-10: 0809324490

ISBN-13: 9780809324491

Edition: 2002

Authors: Lee Ann Carroll

List price: $35.00
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InRehearsing New Roles: How College Students Develop as Writers,Lee Ann Carroll argues for a developmental perspective to counter the fantasy held by many college faculty that students should, or could, be taught to write once so that ever after, they can write effectively on any topic, any place, any time. Carroll demonstrates in this volume why a one- or two-semester, first-year course in writing cannot meet all the needs of even more experienced writers. She then shows how students’ complex literacy skills develop slowly, often idiosyncratically, over the course of their college years, as they choose or are coerced to take on new roles as writers. nbsp; As evidence, Carroll offers a longitudinal study of a group of students and the literacy environment they experienced in a midsize, independent university. Her study follows the experiences that altered their conception of writing in college and fostered their growing capacities as writers. nbsp; Carroll’s analysis of the data collected supports a limited but still useful role for first-year composition, demonstrates how students do learn to write differently across the curriculum in ways that may or may not be recognized by faculty, and evaluates the teaching and learning practices that promote or constrain students’ development.
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Book details

List price: $35.00
Copyright year: 2002
Publisher: Southern Illinois University Press
Publication date: 10/25/2002
Binding: Paperback
Pages: 160
Size: 5.50" wide x 8.25" long x 0.50" tall
Weight: 0.550
Language: English

A Preview of Writing Development
Writing Ability and Literacy Tasks
Examining Writing and Literacy Across Academic Disciplines
Profiles of Writing Development
A Cultural/Environmental View of Development
Challenging Faculty Fantasies About Writing
An Admonition, a Dispensation, and a Challenge
Studying College Writers: Context and Methods
Writing and Literacy in a Cultural Context
A Qualitative Methodology for Studying Development
Riding the Literacy Roller Coaster in General Education and First-Year Composition
Auditing Writing in Years One and Two
Writing That Works in General Education
Don't They Learn That in English?
Conflict and Resistance: Altering "Normal" Ways of Writing
What Composition Can/Not Teach
Writing Development in a Great Books Program
Teaching the Real Basics
Supporting Writing Development Across Disciplines
Direct Teaching of Writing, Research, and Ways of Knowing
Responding to Student Writers: Comments and Grades
Responding to Student Writers: Correcting Errors, Revising Style
Response from Peers
Learning Through Experience
Constraints on Writing
Student Writing Strategies
Performing New Roles
A Concluding Look at Development
The Role of First-Year Writing Courses
Adding an Upper-Level Writing Requirement
Assessing Writing Proficiency and Development
Recommendations for Instruction
Thinking Longitudinally
Appendix A
Appendix B
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