Related Research Articles
Collaborative writing is a method of group work that takes place in the workplace and in the classroom. Researchers expand the idea of collaborative writing beyond groups working together to complete a writing task. Collaboration can be defined as individuals communicating, whether orally or in written form, to plan, draft, and revise a document. The success of collaboration in group work is often incumbent upon a group's agreed upon plan of action. At times, success in collaborative writing is hindered by a group's failure to adequately communicate their desired strategies.
Computers and writing is a sub-field of college English studies about how computers and digital technologies affect literacy and the writing process. The range of inquiry in this field is broad including discussions on ethics when using computers in writing programs, how discourse can be produced through technologies, software development, and computer-aided literacy instruction. Some topics include hypertext theory, visual rhetoric, multimedia authoring, distance learning, digital rhetoric, usability studies, the patterns of online communities, how various media change reading and writing practices, textual conventions, and genres. Other topics examine social or critical issues in computer technology and literacy, such as the issues of the "digital divide", equitable access to computer-writing resources, and critical technological literacies.
A writing process describes a sequence of physical and mental actions that people take as they produce any kind of text. Writing processes are highly individuated and task-specific; they often involve other kinds of activities that are not usually thought of as writing per se.
Cognitive rhetoric refers to an approach to rhetoric, composition, and pedagogy as well as a method for language and literary studies drawing from, or contributing to, cognitive science.
Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States. The flagship national organization for this field is the Conference on College Composition and Communication.
Patricia Bizzell, Ph.D. is a Professor of English, emerita, and former Chairperson of the English Department at College of the Holy Cross, United States, where she taught from 1978 to 2019. She founded and directed the Writer's Workshop, a peer tutoring facility, and a writing-across-the-curriculum program. She directed the College Honors and English Honors programs and taught first-year composition, rhetoric and public speaking, nineteenth-century American literature, and women's literature. A scholar and writer, Bizzell has authored or co-authored half a dozen books, written dozens of articles and book chapters, composed more than a dozen book reviews and review essays, and presented a large number of papers at academic conferences. Bizzell is the 2008 winner of the CCCC Exemplar Award, and former president of Rhetoric Society of America.
Rogerian argument is a rhetorical and conflict resolution strategy based on empathizing with others, seeking common ground and mutual understanding and learning, while avoiding the negative effects of extreme attitude polarization. The term Rogerian refers to the psychologist Carl Rogers, whose client-centered therapy has also been called Rogerian therapy. Since 1970, rhetoricians have applied the ideas of Rogers—with contributions by Anatol Rapoport—to rhetoric and argumentation, producing Rogerian argument.
First-year composition is an introductory core curriculum writing course in US colleges and universities. This course focuses on improving students' abilities to write in a university setting and introduces students to writing practices in the disciplines and professions. These courses are traditionally required of incoming students, thus the previous name, "Freshman Composition." Scholars working within the field of composition-rhetoric often have teaching first-year composition (FYC) courses as the practical focus of their scholarly work.
David J. Bartholomae is an American scholar in composition studies. He received his PhD from Rutgers University in 1975 and is currently a Professor of English and former Chair of the English Department at the University of Pittsburgh. His primary research interests are in composition, literacy, and pedagogy, and his work engages scholarship in rhetoric and in American literature/American Studies. His articles and essays have appeared in publications such as PMLA, Critical Quarterly, and College Composition and Communication.
Feminist theory in composition studies is the application of feminist theory to composition studies. It considers the influence of gender, language, and cultural studies on composition in order to challenge preexisting conventions.
The field of rhetoric has been a matter of considerable debate for millennia. Derived from the Greek word for public speaking, rhetoric's original concern dealt primarily with the spoken word. Aristotle wrote a philosophical work that still has major scholarly impact, Rhetoric, in which he identifies five canons of the field of rhetoric: invention, arrangement, style, memory, and delivery. Invention is concerned with the content or idea being expressed, and relates to the rhetorician's understanding of his goals. Arrangement deals with issues of how to best organize an argument in order to attain the speaker or writer's goals. It is closely related to style, the third element, which relates to gestures, metaphors, and word choices selected to best influence the audience and reach the desired goal. Memory is the fourth and simplest element of rhetoric in being related specifically to spoken rhetoric, specifically concerned with remembering the words in one's speech. Finally, delivery concerns tone, word choice, posture and other such bodily signs that influence the effect of one's words on an audience.
Collaborative pedagogy stems from the process theory of rhetoric and composition. Collaborative pedagogy believes that students will better engage with writing, critical thinking, and revision if they engage with others. Collaborative pedagogy pushes back against the Current-Traditional model of writing, as well as other earlier theories explaining rhetoric and composition; earlier theories of writing, especially current-traditional, emphasizes writing as a final product. In contrast, collaborative pedagogy rejects the notion that students think, learn, and write in isolation. Collaborative pedagogy strives to maximize critical thinking, learning, and writing skills through interaction and interpersonal engagement. Collaborative pedagogy also connects to the broader theory of collaborative learning, which encompasses other disciplines including, but not limited to, education, psychology, and sociology.
Gertrude Buck was one of a group of powerful female rhetoricians of her time. She strived to inspire young women to take on leadership roles within the democracy using the written word. She wrote many books, plays, articles, and poems relating to her cause. Her parents were Judge M. Buck and Annie Buck. She lived out most of her life after college in Poughkeepsie, New York with close friend and colleague, Laura Wylie. The two were rumored to be lovers. She never married or had any children. Buck dedicated her life to "challenging the patriarchal paradigm with her reformist views of pedagogy and rhetoric".
Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English at Florida State University in the rhetoric and composition program. Her research interests include composition studies, writing knowledge, creative non-fiction, and writing assessment.
Cheryl Glenn is a scholar and teacher of rhetoric and writing. She is currently Distinguished Professor of English and Women’s Studies Director at Pennsylvania State University.
Harriet Malinowitz is an American academic scholar specializing in lesbian and gay issues in higher education, women's studies, the rhetoric of Zionism and Israel/Palestine, and writing theory and pedagogy.
Feminist rhetoric is seen as the act of producing or the study of feminist discourses. According to Jacqueline Jones Royster, it is a fairly new field that works to bring the narrative of all demographics of women into the pedagogy of rhetoric. Scholars of feminist rhetoric seek to bring women and their stories into the history of rhetoric; combine issues in feminist and rhetoric theory; and produce rhetorical criticism from feminist perspectives, with the ultimate goal of elevating historically marginalized voices.
Inkshed was a Canadian organization of teachers and scholars of writing and reading, predominantly in postsecondary institutions. It effectively began in 1982 with the publication of a newsletter, which continued in various forms until 2015. The first national "Inkshed Working Conference" was held in Fredericton, New Brunswick, in August 1984, and annual conferences were held in various Canadian cities until 2015.
Lisa S. Ede is an author and editor. She taught rhetoric and writing at Oregon State University, where she worked as a professor from 1980 to 2013. Ede has received awards for her scholarly work from the Modern Language Association, the Conference on College Composition and Communication, and the International Writing Center Association.
Sondra Perl is a Professor Emerita of English at Lehman College and director of the Ph.D. in Composition and Rhetoric at the Graduate Center of the City University of New York. She is the founder and former director of the New York City Writing Project. She writes about the composing process as well as pedagogical approaches to implementing composition theories into writing practices in the classroom.
References
- ↑ "English Expert - Andrea Lunsford | Humanities at Stanford". The Human Experience. Archived from the original on March 6, 2014.
- 1 2 Ede, Lisa; Lunsford, Andrea (May 1984). "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy". College Composition and Communication. 35 (2): 155–171. doi:10.2307/358093. JSTOR 358093.
- ↑ Lunsford, Andrea (1979). "Cognitive Development and the Basic Writer". College English. 41 (1): 38–46. doi:10.2307/376358. JSTOR 376358.
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