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Full-Text Articles in Education

The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson Mar 2019

The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson

Teaching/Writing: The Journal of Writing Teacher Education

I argue that the threshold concepts of writing studies enable preservice writing teachers to meet several goals for the writing methods course: comprehending composition theory, understanding themselves as writers, and developing effective pedagogical practices. After introducing these concepts, I first outline how they—because they define writing as a subject of study and as an activity—bridge theoretical knowledge, pedagogical application, and personal writing practices. Second, I quote from my own students to illustrate the ways in which threshold concepts help preservice teachers reflect on their own writing practices and become thoughtful, theoretically informed teachers.


Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab May 2018

Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab

Language Arts Journal of Michigan

Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.


Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett Nov 2015

Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett

Teaching/Writing: The Journal of Writing Teacher Education

While the field of Composition and Rhetoric has long held that “good writing” is a construct, we haven’t thoroughly examined how “good teaching” is also a construct. Drawing from work in composition studies, rhetorical theory, and feminist theory, this essay builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development and to offer writing teachers an interpretive lens through which to critically examine their pedagogical performances. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. Featuring two key rhetorical ...


"I Second That Emotion": Minding How Plagiarism Feels, Ann E. Biswas Jul 2015

"I Second That Emotion": Minding How Plagiarism Feels, Ann E. Biswas

Teaching/Writing: The Journal of Writing Teacher Education

It stands to reason that when writing teachers believe their students have plagiarized, they will experience strong emotions that impact their relationships with students, their pedagogy, and their sense of professional identity. Far from being a threat to reason, understanding and acknowledging writing teachers’ emotional responses to plagiarism can lead to a deeper wisdom of its true impact. By examining the literature on emotion from psychology, sociology, education, and writing studies as well as findings from a pilot study of writing teachers’ emotional responses to plagiarism, this article argues that the work involved in managing the emotions of plagiarism reflects ...


"You Can't Be Creative Anymore": Students Reflect On The Lingering Effects Of The Five-Paragraph Essay, Jennifer P. Gray Nov 2014

"You Can't Be Creative Anymore": Students Reflect On The Lingering Effects Of The Five-Paragraph Essay, Jennifer P. Gray

Teaching/Writing: The Journal of Writing Teacher Education

The five-paragraph essay continues to make headlines in composition and pedagogy journals and on teacher listservs. This long-cherished genre has been touted for teaching the basics to writers in college, and teachers often claim that it is the best foundation for solid essay writing. In contrast, there are numerous five-paragraph essay critics who claim that the essay is a “school-created thing” that has no real-world value and persists due to an enshrinement in textbooks as preparation for objective standardized testing. Regardless of the debate, one thing remains: there is little research on the essay from the students’ perspective. This essay ...


Of Thresholds And Springboards: Teaching Them, Teaching Each Other, Erin Williams, Frank Farmer Feb 2014

Of Thresholds And Springboards: Teaching Them, Teaching Each Other, Erin Williams, Frank Farmer

Teaching/Writing: The Journal of Writing Teacher Education

In the fall of 2010, the authors were given the task of co-teaching the practicum for new graduate teaching assistants at the University of Kansas. One of the authors was, at the time, a doctoral student in rhetoric and composition. The other author was a senior faculty member in the same field. While such pairings are not uncommon, they are rarely addressed in the vast literature on the writing practicum.

In this article—written as a dialogue focusing on the themes of locations and tensions—the authors conclude that such teaching arrangements as theirs offered valuable insights into student resistance ...