Addressing Competing Rhetorical Demands in the Classroom: Using the Newsletter To Explore Student Roles as Writers, Students, and Intellectuals.Reportar como inadecuado




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While recent arguments often propose that students should be engaged as writers in service to the larger community, the question remains how to engage students as intellectuals, writers, and creators of knowledge in an intellectual setting that mostly asks them to be passive learners. In Project Renaissance, leaving behind the familiar boundaries of freshman composition, a weekly newsletter was coordinated and worked on during workshop time, separate from the lecture component of the course. The students used the medium that they were given to pass messages to their audiences in ways that the instructor could not have coached them without the medium of an actual, multiplicitous audience. Each student was responsible throughout the semester for the production of approximately four newsletters. The newsletter engaged students in four different required activities: (1) a summary of the week's lectures; (2) a summary of the week's readings; (3) a report on what their peers in other sections of the course were doing; and (4) a list of questions to the lecture faculty in the course, addressing issues or concepts that they wanted clarified and connections they wanted made. The faculty's responses to the previous weeks' questions, when given, were printed. The challenge of competing rhetorical demands allowed the students to negotiate their roles as peer reporters, as well as producers of a product that would be viewed by faculty and assessed for a grade. (CR)

Descriptors: Audience Awareness, Classroom Techniques, Higher Education, Instructional Innovation, Newsletters, Student Participation, Student Publications, Student Role, Writing Exercises, Writing Instruction, Writing Workshops











Autor: Mastrangelo, Lisa

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7762&id=ED421716



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