Skip to content
2018
Volume 47, Issue 4
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

This instructional note describes the potential of an analytical essay assignment to encourage writerly self-reflection and meaningful revision in the two-year college writing classroom.

Loading

Article metrics loading...

/content/journals/10.58680/tetyc202030649
2020-05-01
2023-12-05
Loading full text...

Full text loading...

References

  1. Bartholomae David. “Inventing the University.” Journal of Basic Writing, vol.5, no.1 1986, pp.4–23.
    [Google Scholar]
  2. Berthoff Ann. “Recognition, Representation, and Revision.” Journal of Basic Writing, vol.3, no.3 1981, pp.19–32.
    [Google Scholar]
  3. Brannon Lil, Knoblauch C. H. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” College Composition and Communication, vol.33, no.2 1982, pp.157–66.
    [Google Scholar]
  4. “The Concept.”. Reacting to the Past, Barnard College 2019, https://reacting.barnard.edu/.
    [Google Scholar]
  5. Crowley Sharon. Composition in the University: Historical and Polemical Essays, U of Pittsburgh P 1998.
    [Google Scholar]
  6. Flower Linda, Hayes John R. “The Cognition of Discovery: Defining a Rhetorical Problem.” College Composition and Communication, vol.31, no.1 1980, pp.21–32.
    [Google Scholar]
  7. Inoue Asao B. “Friday Plenary Address: Racism in Writing Programs and the CWPA.” WPA: Writing Program Administration, vol.40, no.1 2016, pp.134–54.
    [Google Scholar]
  8. Lea Mary, Street Brian. “Student Writing in Higher Education: An Academic Literacies Approach.” Studies in Higher Education, vol.23, no.2 1998, pp.157–72.
    [Google Scholar]
  9. Lindenman Heatheret al.. “Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice.” College Composition and Communication, vol.69, no.4 2018, pp.581–611.
    [Google Scholar]
  10. McAlear Rob, Pedretti Mark. “Writing toward the End: Students’ Perceptions of Doneness in the Composition Classroom.” Composition Studies, vol.44, no.2 2016, pp.72–93.
    [Google Scholar]
  11. McBeth Mark, McCormack Tim. “An Apologia and a Way Forward: In Defense of the Lecturer Line in Writing Programs.” In Contingency, Exploitation, and Solidarity: Labor and Action in English Composition edited Kahn Seth, Lynch-Biniek Amy. WAC Clearinghouse 2017.
    [Google Scholar]
  12. Smith Cheryl Hogue. “Fractured Reading: Experiencing Students’ Thinking Habits.” Teaching English in the Two-Year College, vol.47, no.1 2019, pp.22–35.
    [Google Scholar]
  13. Sommers Nancy. “Intentions and Revisions.” The Journal of Basic Writing, vol.3, no.3 1981, pp.41–49.
    [Google Scholar]
  14. Sommers Nancy. “Revision Strategies of Student Writers and Experienced Adult Writers.” College Composition and Communication, vol.31, no.4 1980, pp.378–88.
    [Google Scholar]
  15. Wardle Elizabeth. “Intractable Writing Program Problems, Kairos and Writing about Writing: A Profile of the University of Central Florida’s First-Year Composition Program.” Composition Forum, vol.27 2013, http://compositionforum.com/issue/27/ucf.php.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/tetyc202030649
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