Author Archives: ssprouse

Engaged Social Media Literacy

Deborah Brandt’s essay, “Accumulating Literacy: Writing and Learning to Write in the Twentieth Century” (1) explores the autobiographical and societal shifts that complicate the development of literacy at the individual level. While the essay was published in 1995, we can … Continue reading

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The Ideal First Year Composition Classroom

Reading Peter Elbow’s early essay, “A Method of Teaching Writing” (1) reminded me of the idealism that fuels the First Year Composition curriculum. Elbow refers back to Aristotle, suggesting that the real test of a composition is the effectiveness for … Continue reading

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Speaker, Audience, Subject

So much of the reading for this week is concerned with the problems of rhetorical situation and how to convey this idea in the First Year Composition classroom. In his essay “Kairos: A Neglected Concept in Classical Rhetoric,” Kinneavy articulates … Continue reading

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Defining the ‘Contact Zone’ – Response to Chad’s Post

Chad’s response to Bizzell’s theory of reorienting our approach to literature instruction brings up the serious flaw in that theory — exactly how do we define the curriculum for an individual course? If we are expected to toss out chronology as … Continue reading

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Interdisciplinary Education – Response to Brianne’s Post

Taking a holistic approach to the study of a contact zone, as Brianne contemplates after reading of Bizzell’s essay about ‘Contact Zones’, seems like such a sensible approach. If we consider, for example, nineteenth century American literature, it would, of … Continue reading

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Composition Theory – 1979-1990: Berlin to Fulkerson

Writing from 1979, James Berlin identified the following ideological divergence in contemporary composition theory, “Rhetorical theories differ from each other in the way writer, reality, audience, and language are conceived–both as separate units and in the way the units relate … Continue reading

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Literatures of ‘Contact Zones’

The readings for this week seemed to be primarily concerned with classifications of pedagogies. What kinds of teachers are we? What kinds of teachers should we be? Berlin[1], in particular, set out somewhat rigid categories of pedagogical style; but the … Continue reading

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