Literaturnachweis - Detailanzeige
| Autor/in | Soven, Margot |
|---|---|
| Titel | The Advanced Writing across the Curriculum Workshop: The Perils of Reintroducing Rhetoric. |
| Quelle | (1993), (15 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Critical Thinking; Faculty Development; Higher Education; Language Role; Program Descriptions; Rhetoric; Teacher Attitudes; Workshops; Writing Across the Curriculum; Writing Assignments; Writing Attitudes |
| Abstract | Although faculty response to an introductory writing across the curriculum workshop at La Salle University (Pennsylvania) was almost uniformly positive, responses to an advanced workshop were mixed. La Salle's basic workshop is framed by the two dimensions which remain the major theoretical concerns of writing across the curriculum: the function of language and the audience. As they are interpreted in the workshop, neither is very controversial. At La Salle, participants from the basic workshop signed up for the advanced workshop to learn how to construct assignments that provoke students to use higher order critical thinking skills. However, when presented with a rhetorical view of critical thinking which suggests that "tasks" or content cannot be divorced from the aim or function of language, and that the classical aims of language reflect the kinds of thinking not assumed under the traditional definition of "critical," students could not always see the relevance of these understandings. Perhaps nothing short of a semester-long seminar which permits serious study of the rhetorical tradition can induce faculty to question deeply embedded assumptions about the purpose of writing assignments and the relationship between language and thinking, which inevitably must lead to their questioning the purpose of their courses. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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