Integrating the Voices: Writing as Healing as the Way to Constructed Knowledge for Basic Writers.

Autor/in	Hindman, Jane E.
Titel	Integrating the Voices: Writing as Healing as the Way to Constructed Knowledge for Basic Writers.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Unterricht; Lehrer; Academic Discourse; Basic Writing; Class Activities; Higher Education; Metacognition; Personal Writing; Teaching Methods; Writing Assignments; Writing Attitudes; Writing Processes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Discourse; Diskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Viewing writing as a way to heal wounds and even reconstruct past experiences also helps heal the composition discipline's dichotomy between the academic and the personal, the self and the institution. Academicians are not the only writers undermined by this perceived separation: most incoming university students, in particular basic writers, believe that college writing should be objective and dispassionate in its subject matter and approach. Parallels can be drawn between the composition discipline's notions of discourse and pedagogy and the notions of how epistemological perspectives shape attitudes toward language and authority as presented in the book "Women's Ways of Knowing: The Development of Self, Voice, Mind." Specific techniques that promote healing through writing, techniques that facilitate the integration of the subjective perspective and the received knowledge perspective essential to constructed knowing are: (1) recognizing windows of opportunity for writing as healing; (2) recognizing when to back off from healing as a goal; (3) achieving connected conferencing with the techniques of "disciplined subjectivity" and "participant observer"; and (4) using metacognitive questionnaires to get closure on the cycle of healing. Such activities suggest positive steps to take to answer the call for a view of academic discourse that incorporates personal expressive writing. (A metacognitive questionnaire is attached.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC