A Grade-Less Writing Course That Focuses on Labor and Assessing
Publication Date
2014
Document Type
Book Chapter
Abstract
Responding to a widespread belief that the field of composition studies is less unified than it was in the late twentieth century, the editors have asked twelve well-known composition theorists to create detailed syllabi for a first-year composition course and then to explain their theoretical foundations. Each contributor discusses the major goals and objectives for their course, its major assignments, their use of outside texts, the role of reading and responding to these texts, the nature of classroom discussion, their methods of responding to student writing, and their assessment methods. Their twelve essays provide a window into these teachers' classrooms that will help readers, teachers, and writing program administrators appreciate the strengths of unity and diversity in rhetoric and composition as a field. The editors frame the twelve essays with an introductory chapter that identifies key moments in composition's history and a concluding chapter that highlights the varied and useful ways the contributors approach the common challenges of the first-year composition course. -- From publisher's website.
Publication Title
First-Year Composition: From Theory to Practice
First Page
71
Last Page
110
Recommended Citation
Inoue, A. B. (2014a). A Grade-less Writing Course that Focuses on Labor and Assessing. In Teague, D. & Lunsford, R. (Eds.), First-Year Composition: From Theory to Practice (pp. 71-110). West Lafayette: Parlor Press.
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