Skip to content
2018
Volume 73, Issue 3
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Data from a study of graduate instructors in a composition teaching practicum show that the neglect of declarative knowledge language is something that they were conscious of and wished to remedy. This finding supports arguments calling for reinstating a focus on linguistic knowledge in composition and writing studies programs.

Loading

Article metrics loading...

/content/journals/10.58680/ccc202231873
2022-02-01
2025-02-09
Loading full text...

Full text loading...

References

  1. Adler-Kassner Linda WardleElizabeth Naming What We Know: Threshold Concepts of Writing Studies Utah State UP 2015
    [Google Scholar]
  2. Allen Harold B. “Preparing the Teacher of Composition and Communication. A Report.” College Composition and Communication 3 2 1952 pp. 3 13 JSTOR 10.2307/354272
    [Google Scholar]
  3. Aull Laura First-Year University Writing: A Corpus-Based Study with Implications for Pedagogy Palgrave Macmillan 2015
    [Google Scholar]
  4. Bean John C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom 2nd ed. Jossey-Bass 2011
    [Google Scholar]
  5. Braddock Richard Research in Written Composition NCTE 1963
    [Google Scholar]
  6. Brewer Meaghan Conceptions of Literacy: Graduate Instructors and the Teaching of First-Year Composition Utah State UP 2020
    [Google Scholar]
  7. Curzan Anne “Says Who? Teaching and Questioning the Rules of Grammar.” PMLA 124 3 2009 pp. 870 9
    [Google Scholar]
  8. DeKeyser Robert M. “Age in Learning and Teaching Grammar.” The TESOL Encyclopedia of English Language Teaching LiontasJohn I. Wiley 2017 pp. 1 6 10.1002/9781118784235.eelt0106
    [Google Scholar]
  9. Devitt Amy J. “Written Language in Use: An Essay on Returning Language to Writing Studies.” Contours of English and English Language Studies AdamsMichael CurzanAnne U of Michigan P 2011 pp. 298 314
    [Google Scholar]
  10. di Gennaro Kristen Ekiert Monika “Is Feedback on Grammar Harmful or Helpful? Questionable Answers and Unanswered Questions.” Composition Forum 45 2020 http://compositionforum.com/issue/45/feedback.php
    [Google Scholar]
  11. Elbow Peter “Inviting the Mother Tongue: Beyond ‘Mistakes,’ ‘Bad English,’ and ‘Wrong Language.’” JAC 19 3 1999 pp. 359 88 www.jstor.org/stable/20866251?refreqid=excelsior%3A169004a60e56e2e8c820529fc1de473a
    [Google Scholar]
  12. Faigley Lester “The Study of Writing and the Study of Language.” Rhetoric Review 7 2 1989 pp. 240 56
    [Google Scholar]
  13. Ferris Dana R. Treatment of Error in Second Language Student Writing U of Michigan P 2011
    [Google Scholar]
  14. Flower Linda HayesJohn R. “A Cognitive Process Theory of Writing.” College Composition and Communication 32 4 1981 pp. 365 87 10.2307/356600
    [Google Scholar]
  15. Ferris Dana R. Treatment of Error in Second Language Student Writing U of Michigan P 2011
    [Google Scholar]
  16. Gere Anne Ruggles “Local Assessment: Using Genre Analysis to Validate Directed Self-Placement.” College Composition and Communication 64 4 2013 pp. 605 33
    [Google Scholar]
  17. Hairston Maxine “On Not Being a Composition Slave.” Training the New Teacher of College Composition BridgesCharles W. NCTE 1986 117 24
    [Google Scholar]
  18. Hartwell Patrick “Grammar, Grammars, and the Teaching of Grammar.” College English 47 2 1985 pp. 105 27 JSTOR 10.2307/376562
    [Google Scholar]
  19. Haswell Richard H. “Minimal Marking.” College English 45 6 1983 pp. 600 4 10.2307/377147
    [Google Scholar]
  20. Horner Bruce TrimburJohn “English Only and U.S. College Composition.” College Composition and Communication 53 4 2002 pp. 594 630 10.2307/1512118
    [Google Scholar]
  21. Inoue Asao B. “Friday Plenary Address: Racism in Writing Programs and the CWPA.” WPA: Writing Program Administration 40 1 2016 pp. 134 54
    [Google Scholar]
  22. Kilfoil Carrie Byars “The Linguistic Memory of Composition and the Rhetoric and Composition PhD: Forgetting (and Remembering) Language and Language Difference in Doctoral Curricula.” Composition Studies 45 2 2017 pp. 130 50
    [Google Scholar]
  23. Kutz Eleanor “Beyond Grammar: Building Language Awareness in the Writing Classroom.” Journal of Teaching Writing 21 1–2 2004 pp. 65 82
    [Google Scholar]
  24. Kynard Carmen “Teaching While Black: Witnessing and Countering Disciplinary Whiteness, Racial Violence, and University Race-Management.” Literacy in Composition Studies 3 1 2015 pp. 1 20 Retrieved from http://licsjournal.org/OJS/index.php/LiCS/article/view/62/84
    [Google Scholar]
  25. Labov William Language in the Inner City: Studies in the Black English Vernacular Philadelphia University of Pennsylvania Press 1972
    [Google Scholar]
  26. Lancaster Zak “Do Academics Really Write This Way? A Corpus Investigation of Moves and Templates in ‘They Say / I Say.’” College Composition and Communication 67 3 2016 pp. 437 64
    [Google Scholar]
  27. Lee Icy “Teacher Written Corrective Feedback: Less is More.” Language Teaching 52 4 2019 pp. 524 36 10.1017/S0261444819000247
    [Google Scholar]
  28. Looker Samantha “Writing About Language: Studying Linguistic Diversity with First-Year Writers Teaching English in the Two-Year College 44 2 2016 pp. 176 98
    [Google Scholar]
  29. MacDonald Susan Peck “The Erasure of Language.” College Composition and Communication 58 4 2007 pp. 585 625 JSTOR www.jstor.org/stable/20456967
    [Google Scholar]
  30. Malenczyk Rita Composition, Rhetoric, and Disciplinarity. Utah State UP 2018
    [Google Scholar]
  31. Matsuda Paul Kei “Composition Studies and ESL Writing: A Disciplinary Division of Labor.” College Composition and Communication 50 4 1999 pp. 699 721 10.2307/358488
    [Google Scholar]
  32. Reid E. Shelley “Teaching Writing Teachers Writing: Difficulty, Exploration, and Reflection.” College Composition and Communication 61 2 pp. W197 W221
    [Google Scholar]
  33. Reid E. Shelley “What Is TA Education?” A Rhetoric for Writing Program Administrators MalenczykRita 2nd ed. Parlor Press pp. 245 57
    [Google Scholar]
  34. Salaberry M. Rafael “Declarative v. Procedural Knowledge.” The TESOL Encyclopedia of English Language Teaching LiontasJohn I. Wiley 2018 10.1002/9781118784235.eelt0051
    [Google Scholar]
  35. Severino Carol “‘Multilingualizing’ Composition: A Diary Self-Study of Learning Spanish and Chinese.” Composition Studies 45 2 2017 pp. 12 31
    [Google Scholar]
  36. Smit David W. The End of Composition Studies Southern Illinois UP 2004
    [Google Scholar]
  37. Smitherman Geneva “Toward Educational Linguistics for the First World.” College English 41 2 1979 pp. pp. 202 11
    [Google Scholar]
  38. Veenman Marcel V.J. “Metacognition and Learning: Conceptual and Methodological Considerations.” Metacognition Learning 1 2006 pp. 3 14 10.1007/s11409‑006‑6893‑0
    [Google Scholar]
  39. Weaver Constance Teaching Grammar in Context Boynton/Cook 1996
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/ccc202231873
Loading
/content/journals/10.58680/ccc202231873
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error