Forging Rhetorical Subjects: Problem-Based Learning in the Writing Classroom

Autor/inn/en	Rosinski, Paula; Peeples, Tim
Titel	Forging Rhetorical Subjects: Problem-Based Learning in the Writing Classroom
Quelle	In: Composition Studies, 40 (2012) 2, S.9-32 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-9322
Schlagwörter	Problem Based Learning; Teaching Methods; Freshman Composition; Praxis; Writing Instruction; Writing (Composition); Rhetoric; Learner Engagement; College English; College Curriculum; Higher Education; College Faculty; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Schreibübung; Rhetorik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät
Abstract	Following a brief introduction to problem-based learning (PBL) as one type of highly-engaged pedagogy, this article examines how PBL activities in a first-year writing class and an upper-level professional writing and rhetoric class led students to develop rhetorical subjectivities. We conclude that highly engaged pedagogies, like PBL, that purposively situate students/teacher within indeterminate spaces requiring active reflection and meta-cognition are more likely to forge successful writers, writers who have more experience making a wide range of rhetorical choices, have a better sense of writing as contextualized praxis, and know to expect and value the collaborative nature of writing. (Contains 3 notes.) (As Provided).
Anmerkungen	University of Winnipeg. Department of Rhetoric, Writing, and Communications 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-786-9001; Fax: 204-774-4134; e-mail: compositionstudies@uwinnipeg.ca; Web site: http://www.compositionstudies.uwinnipeg.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10