In Writing about Writing, that scaffolding appears in many forms: Yet, for those who are ready to take the leap, Wardle and Downs have created a strong zip line that will keep instructors from falling into an abyss.
At the same time, these very articles will contribute to the growth of instructors who are new to composition studies or who teach first-year writing without regularly participating in relevant scholarly communities. I confess my first instinct is to tear down Miles et al.
While these were different types of students who had different learning outcomes, both stories illustrate the flexible nature of WAW and how this type of course can be tailored towards individual student needs. A mixture of selected readings from both scholars, authors, and students are provided, as well as various activities and discussion questions associated with the readings.
They also mad him look at different type of writing and he had to reasearch on them. Teaching the students about writing might not help the student with their writing skills. She describes how WAW can be "off-putting" to others, and the scholarship on the subject cannot be relied on in making changes to composition curriculum.
They also argue that Downs and Wardle put too much emphasis on first-year composition within the field of writing studies, seeing it as the predominant branch of the field. Unlike many new composition readers, this one has a ready-made audience.
Composition Forum 24, Fall http: After all, it tends to be helpful to have teaching and learning resources that closely match pedagogical strategies.
What do you think of this article? In the article, Downs and Wardle deny the existence of a universal educated discourse, which conflicts with first-year composition goals of preparing students to write across the curriculum. And it is in these spaces that students can focus most explicitly on their learning so as to be more likely to apply it in future situations.
He continues to work extensively with Elizabeth Wardle on writing-about-writing pedagogies and is currently studying problems of researcher authority in undergraduate research in the humanities. Also, the article reports on several instructors incorporating graduate level writing-studies readings into their first-year writing courses with much success.
Many instructors who use WAW are also benefited in that they themselves are able to learn more about composition studies along with their class, promoting parallel learning.
In her article "Writing about Writing in Basic Writing ," Shannon Carter explains "a writing-about-writing approach foregrounds research in writing and related studies by asking students to read and discuss key research in the discipline and contribute to the scholarly conversation themselves.Downs and Wardel Summary Draft Downs and Wardle believe that writing instructors should be skillful readers, because they’d have a lot to say about writing, the topic itself.
The course wasn’t designed to teach the students how to write. It was designed to teach the students the concept of writing. The course respects students. Downs and Wardle expanded have produced an accompanying textbook, Writing about Writing: A College Reader, which was published in Benefits [ edit ] In "Teaching About Writing, Righting Misconceptions," Downs and Wardle discuss several benefits they found WAW affords students including: .
When Doug Downs and Elizabeth Wardle published their article “Teaching about Writing, Righting Misconceptions” in Junethey challenged the field to imagine a new approach to first-year composition.
Their groundbreaking new reader, Writing About Writing, does exactly that, by encouraging students to draw on what they know in order to contribute to ongoing conversations about writing.
Jan 27, · Downs, Douglas and Elizabeth Wardle. “Teaching about Writing, Righting Misconceptions: (Re)Envisioning “First-Year Composition” as “Introduction to Writing Studies.”.
Writing about Writing,University Elizabeth Wardle, University Douglas Downs, Bedford Books, about Writing University Elizabeth Wardle, University Douglas Downs The relationship between contemporary architecture and nature is fundamental to today's creativity.
Some architects reject. Mar 31, · Wardle and Downs explain that the essays need act only as “springboards” to help students think about “their own reading and writing experiences,” with student writing remaining at the center of the course (Writing about Writing vii).
Furthermore, creating a reader of composition scholarship rather than a rhetoric that .Download