Literaturnachweis - Detailanzeige
| Autor/in | Duffy, W. Keith |
|---|---|
| Titel | Disrupted Routines: A Thoughtful Response to Controlling Student Writing |
| Quelle | In: Changing English: Studies in Culture and Education, 30 (2023) 2, S.130-141 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Duffy, W. Keith) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-684X |
| DOI | 10.1080/1358684X.2022.2163879 |
| Schlagwörter | Writing (Composition); Writing Instruction; Teaching Methods; Teacher Student Relationship; Revision (Written Composition); Ownership; Religious Factors; Feedback (Response); Error Correction; Teacher Behavior |
| Abstract | This article uses a quasi-spiritual lens to examine why some teachers feel compelled to inappropriately control student writing. For almost half a century, professionals in composition studies have engaged in vigorous conversations about the problem of teachers co-opting, correcting, and rewriting (essentially appropriating) student texts as part of their teaching practice. Most agree this prescriptive approach discourages students from owning their texts, while simultaneously short-circuiting the learning process. However, few have asked why the compulsion to control student writing persists for some teachers. Applying ideas from Jerome Miller's book "The Way of Suffering: A Geography of Crisis," this paper offers one possibility: The urge to inappropriately control student texts may come from our unwillingness to "suffer." Can we, as teachers, allow our safe routines -- our orderly worlds -- to be disrupted by imperfect student writing? (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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