Decentering and Identification: Making Argument the Core of the Composition Course.

Autor/in	Kelly, Kathleen A.
Titel	Decentering and Identification: Making Argument the Core of the Composition Course.
Quelle	(1980), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Essays; Expository Writing; Higher Education; Identification (Psychology); Persuasive Discourse; Sequential Approach; Student Attitudes; Student Interests; Teaching Methods; Writing (Composition); Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Essay; Aufsatzunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Persuasion; Persuasive Kommunikation; Schrittfolge; Schülerverhalten; Studieninteresse; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Schreibunterricht
Abstract	A writing course structured on the principle that personal experience essays should be written as arguments that draw out a conflict or opposing view can help student writers avoid producing prose that is either too abstract or too concrete. Students can be taught to approach the personal essay as a special type of argument on a particular controversy to a significant audience. First emphasizing the importance of audience, defined as the specific opinion, attitude, or ignorance that a piece of prose attempts to affect or change, and then leading students to see what they have learned or how their attitudes have changed about a subject, composition teachers can help students define their own previous attitudes as the audience for their arguments. A course designed around a sequence of assignments dealing with conflict progressively more external to the student might be managed in three phases: first, papers based on personal experience from which the student learned something significant; second, papers arguing with someone the student knows personally; and finally, papers based on readings in which the student argues with an unknown other, a professional writer or essayist. Such a course should enable students to make the connection between their own private experiences and issues significant to the society outside their private world. (AEA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01