Tag Archives: fyc

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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Vernacularization as Feminization

Laura Bartlett discusses in her essay, “Feminization and Composition’s Managerial Subject” the vernacularization of Rhetoric and Composition as feminization (262). Referring to Susan Miller, Bartlett points to the shift in the nineteenth century from the historical, masculine study of classical … Continue reading

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The Theory/Practice Divide

The issue of theory versus the actual experience of classroom instruction in composition is addressed first by Stephen M. North in his chapter “composition Becomes Composition” (1). What quickly becomes evident moving from Kitzhaber (2) to North and then to … Continue reading

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Formalism, Constructivism, and the RaiderWriter Rubrics…

While taking into consideration the fact that the article by Martin Nystrand, Stuart Greene, and Jeffrey Wiemelt (1) is from 1993 and Albert Kitzhaber’s (2) essay is from 1963, both address issues that arise in Texas Tech University’s (“TTU”) First … Continue reading

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