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Close writing aims to move students beyond a conception of reading as mere transaction and technology, while pushing writing pedagogy beyond the development of expository prose, as is common in post-secondary contexts. Instead, the pedagogies presented in this inquiry frame writing as an analytic practice which aids both students’ capacities as writers and, importantly, their development as critical readers. Such pedagogies, we believe, reflect a less-didactic approach to teaching reading, writing, and literature. We argue that close writing positions students in an exploratory, experimental stance in relation to composition, one that allows for the analytic aims of close reading in addition to different kinds of learning.","author":[{"@context":"https://schema.org","@type":"Person","name":"Scott Jarvie"},{"@context":"https://schema.org","@type":"Person","name":"Michael Lockett"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Michael Lockett"}],"dateCreated":"2022-07-06","dateModified":null,"datePublished":"2022-01-01","headline":"Close Writing Practices in the Post-Secondary Classroom","inLanguage":"en","keywords":["Creative Writing","Teaching and Learning","Education","Literature","Higher Education","English","Reading","Pedagogy","Curriculum Theory","Writing","Contemporary Poetry","Educational Theory","Curriculum and Instruction","Teaching and Learning Writing and Reading","English Education","Writing Pedagogy","Teaching Reading and Writing Skills","Close 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Close writing aims to move students beyond a conception of reading as mere transaction and technology, while pushing writing pedagogy beyond the development of expository prose, as is common in post-secondary contexts. Instead, the pedagogies presented in this inquiry frame writing as an analytic practice which aids both students’ capacities as writers and, importantly, their development as critical readers. Such pedagogies, we believe, reflect a less-didactic approach to teaching reading, writing, and literature. We argue that close writing positions students in an exploratory, experimental stance in relation to composition, one that allows for the analytic aims of close reading in addition to different kinds of learning.","publication_date":"2022,,","publication_name":"Changing English"},"document_type":"other","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Close Writing Practices in the Post-Secondary Classroom","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [229099310,20747431]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":88330714,"attachmentType":"pdf"}"><img alt="First page of “Close Writing Practices in the Post-Secondary Classroom”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/88330714/mini_magick20220706-20309-193was6.png?1657164336" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Close Writing Practices in the Post-Secondary Classroom</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="229099310" href="https://independent.academia.edu/MichaelLockett3"><img alt="Profile image of Michael Lockett" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Michael Lockett</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="20747431" href="https://sjsu.academia.edu/ScottJarvie"><img alt="Profile image of Scott Jarvie" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/20747431/10503595/92133052/s65_scott.jarvie.jpg" />Scott Jarvie</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2022, Changing English</p></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This paper explores a suite of close writing practices and exercises that ask students to attend closely to language at the level of morpheme, word, line, sentence, or stanza. Close writing aims to move students beyond a conception of reading as mere transaction and technology, while pushing writing pedagogy beyond the development of expository prose, as is common in post-secondary contexts. Instead, the pedagogies presented in this inquiry frame writing as an analytic practice which aids both students’ capacities as writers and, importantly, their development as critical readers. Such pedagogies, we believe, reflect a less-didactic approach to teaching reading, writing, and literature. We argue that close writing positions students in an exploratory, experimental stance in relation to composition, one that allows for the analytic aims of close reading in addition to different kinds of learning.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":88330714,"attachmentType":"pdf","workUrl":"https://www.academia.edu/82714003/Close_Writing_Practices_in_the_Post_Secondary_Classroom"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":88330714,"attachmentType":"pdf","workUrl":"https://www.academia.edu/82714003/Close_Writing_Practices_in_the_Post_Secondary_Classroom"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="88330714" data-landing_url="https://www.academia.edu/82714003/Close_Writing_Practices_in_the_Post_Secondary_Classroom" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="4035357" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4035357/_What_is_the_Purpose_of_School_Writing_Conference_paper_presented_at_the_Writing_Research_Across_Boundaries_III_conference_February_2014_Paris_France">“What is the Purpose of School Writing?” Conference paper presented at the Writing Research Across Boundaries III conference. February, 2014. Paris, France. </a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4848257" href="https://un-lincoln.academia.edu/LaurenGatti">Lauren Gatti</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32216922" href="https://un-lincoln.academia.edu/LoukiaSarroub">Loukia K . Sarroub</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Our paper offers two cases in which we examine the powerful literacy moves made by both a secondary high school English student and a secondary English preservice teacher. Through the case of the high school student, Reema, a young Iraqi refugee woman now living in Sweden, we show that student narrative writing actually limits teacher understanding of the student while simultaneously giving the semblance of empowering the student. It does so for two reasons: 1) the writing in which Reema is being asked to engage inadvertently privileges a private reflective stance by making it public and in doing so forefronts an affective rather than analytical stance toward a problem; and 2) the semblance of authenticity in the narrative writing masks important contextual and historical experiences which not only backgrounds critical thinking, but also backgrounds the multi-dimensional identity that Reema brings into her school context. Finally, our analysis of classroom academic talk and writing shows that linguistic features of academic and analytical language use are distinct from narrative ones (Schleppegrell, 2004) and are important to address in light of state and national achievement expectations. While Reema’s case illustrates the ways in which the narrative writing requirements promote a problematic effacement of the writer’s self, the case we present of the secondary English preservice teacher illustrates another expression of the writing curriculum in the Unites States: writing for testing. A preservice teacher in an urban teacher residency, Sam learned to teach in a school that required her to tether her entire writing instruction to the ACT, the standardized test intended to measure college readiness. Throughout the year, Sam struggled to find ways to help her students find authenticity in their writing within a context that was largely geared toward students “filling in the bubbles,” an orientation that bled into her students’ approach to writing wherein they routinely asked Sam, “What do you want me to put next?” Taken together, our analysis of these two case studies illustrates a bipolar writing curriculum in American schools--writing as reflection and writing as formula. Neither orientation emphasizes the kinds of critical and analytic thinking that ought to be foregrounded in writing instruction in schools.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"“What is the Purpose of School Writing?” Conference paper presented at the Writing Research Across Boundaries III conference. February, 2014. Paris, France. ","attachmentId":34875042,"attachmentType":"docx","work_url":"https://www.academia.edu/4035357/_What_is_the_Purpose_of_School_Writing_Conference_paper_presented_at_the_Writing_Research_Across_Boundaries_III_conference_February_2014_Paris_France","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4035357/_What_is_the_Purpose_of_School_Writing_Conference_paper_presented_at_the_Writing_Research_Across_Boundaries_III_conference_February_2014_Paris_France"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="14477213" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/14477213/A_Critical_Writing_Pedagogy_Who_benefits">A Critical Writing Pedagogy: Who benefits?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33420318" href="https://independent.academia.edu/McIntoshSue">Sue McIntosh</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Teaching literacy practices in a way that domesticates by emphasising form and structure over the political and social nature of writing has been critically analysed in recent years. The question of “who benefits?”from such practices has been implicitly raised in an increasing number of spheres by theorists and researchers whose beliefs stem from a critical literacy perspective. This paper thus seeks to explore the politics of writing, the representation of self in writing and the use of critical writing practices as an alternative to generic approaches to teaching the academic writing process. Kamler’s (2001) strategies for developing a critical writing pedagogy and Halasek’s (1999) complementary arguments of viewing writing in a cultural context and repositioning students as co-creators of knowledge, will be discussed in the context of an adult university bridging course literacy program whose aim is to ensure that students are the primary benefactors of their writing.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Critical Writing Pedagogy: Who benefits?","attachmentId":38321487,"attachmentType":"doc","work_url":"https://www.academia.edu/14477213/A_Critical_Writing_Pedagogy_Who_benefits","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/14477213/A_Critical_Writing_Pedagogy_Who_benefits"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="36920827" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36920827/Close_Reading_Writing_and_Culture">Close Reading, Writing and Culture</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37009417" href="https://winchester.academia.edu/NeilMcCaw">Neil McCaw</a></div><p class="ds-related-work--metadata ds2-5-body-xs">New Writing</p><p class="ds-related-work--abstract ds2-5-body-sm">An examination of the status and impact of close reading practice within the discipline of Creative Writing, arguing that the overly narrow, practice-based form of textual interpretation that dominates in the writing workshop is limiting and unhelpful within the context of a broader sense of student writing and learning development. What is required instead is for reading to be broadened to take into account a much wider sense of culture and knowledge, and for other subject domains to be brought into the Creative Writing classroom in order to bring to life the words on the page far beyond the implications of the process of learning the writing 'craft'. The history of close reading theories in the twentieth century is referenced as a means of identifying a potentially more symbiotic relationship between 'close' and 'cultural' reading methods. It is only when such cultural knowledges are taken into account that the texts students are expected to read and learn from can truly become useful, encouraging writing students with a much sharper awareness of the cultural and ideological implications of language and text, within a discipline that much more readily acknowledges its wider role as communication in praxis.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Close Reading, Writing and Culture","attachmentId":56871088,"attachmentType":"pdf","work_url":"https://www.academia.edu/36920827/Close_Reading_Writing_and_Culture","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36920827/Close_Reading_Writing_and_Culture"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="44124277" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44124277/Critical_Pedagogy_for_Foreign_Language_Writing">Critical Pedagogy for Foreign-Language Writing</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5052498" href="https://payap.academia.edu/ShizhouYang">Shizhou Yang</a></div><p class="ds-related-work--metadata ds2-5-body-xs">L2 Journal, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Despite the vast literature on critical pedagogy in general, a clear understanding of what critical pedagogy entails in foreign-language (FL) writing has not yet been articulated—perhaps due to the field’s pragmatic orientation. In this article, I propose four intertwined key elements of a critical pedagogy for FL writing: relationship, agency, identity,and power. I argue first, drawing on Freire’s theory of education and Bakhtinian philosophy, that the essence of applying critical pedagogy to FL writing lies in carving out a dialogical space in which FL learners can form new self-otherrelationshipsto disrupt their often-marginalized status. Second,inspired mainly by sociocultural approaches to language and literacy studies, I define agencyas individuals’ goal-oriented capacity to act, which lies at the core of the effective application of critical pedagogy in the FL context. Depending on power dynamics, agency may take negative (e.g., resistance) or positive (e.g., investment) forms. Third, identity, defined from the perspective of poststructuralist and narrative practices as individuals’ multiple andevolving relationships with the world, is implicated in each literacy activity; as such, practitioners of critical pedagogy in FL writing should design ways both to validate learners’ existing identities and to expand their identity options. Fourth, power, defined from theperspective of literacies as unbalanced yet pervasive social relations, shapes all human interactions and individuals’ capacity to act as agents. These key elements influence each other, and the contextualized configurations of these interrelated elements provide flexible pathways to critical pedagogy in FL writing. A case study within a creative writing course illustrates all four elements and the effectiveness of such critical pedagogy in FL writing education in developing learners’ agency. It is hoped that this study will encourage further discussion and localized explorations of critical pedagogy in FL writing education.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Critical Pedagogy for Foreign-Language Writing","attachmentId":64474930,"attachmentType":"pdf","work_url":"https://www.academia.edu/44124277/Critical_Pedagogy_for_Foreign_Language_Writing","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44124277/Critical_Pedagogy_for_Foreign_Language_Writing"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="27214436" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27214436/The_Role_of_Readers_in_Writing_Development_Writing_Students_Bringing_Their_Texts_to_the_Test">The Role of Readers in Writing Development: Writing Students Bringing Their Texts to the Test</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1456850" href="https://uva.academia.edu/GertRijlaarsdam">Gert Rijlaarsdam</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The SAGE Handbook of Writing Development, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Role of Readers in Writing Development: Writing Students Bringing Their Texts to the Test","attachmentId":47470969,"attachmentType":"pdf","work_url":"https://www.academia.edu/27214436/The_Role_of_Readers_in_Writing_Development_Writing_Students_Bringing_Their_Texts_to_the_Test","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27214436/The_Role_of_Readers_in_Writing_Development_Writing_Students_Bringing_Their_Texts_to_the_Test"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="102463483" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/102463483/TURNING_WRITING_INTO_A_PERSON_A_NEW_APPROACH_TO_TEACHING_AND_THINKING_ABOUT_WRITING">TURNING WRITING INTO A PERSON: A NEW APPROACH TO TEACHING AND THINKING ABOUT WRITING</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5035233" href="https://independentresearcher.academia.edu/PatrickTRandolph">Patrick T. Randolph</a></div><p class="ds-related-work--metadata ds2-5-body-xs">MIDTESOL Journal Vol. 2, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">This procedural article offers a new framework for thinking about and teaching writing in intensive English programs and ESL for-credit courses in higher education. The central concept is to teach writing as a person versus the standard way of presenting writing as a language skill. In short, writing is personified and becomes the students' intimate confidant. I start by surveying the inspiration behind the project, which is based on two significant factors (i.e., the use of personification and emotions) discussed in cognitive psychology, educational psychology, and neuroscience. I then explain the new approach and show how I implement it in my intermediate, high intermediate, and advanced writing courses. I conclude with a discussion of three benefits that English language learners acquire from using the method.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TURNING WRITING INTO A PERSON: A NEW APPROACH TO TEACHING AND THINKING ABOUT WRITING","attachmentId":102727382,"attachmentType":"pdf","work_url":"https://www.academia.edu/102463483/TURNING_WRITING_INTO_A_PERSON_A_NEW_APPROACH_TO_TEACHING_AND_THINKING_ABOUT_WRITING","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/102463483/TURNING_WRITING_INTO_A_PERSON_A_NEW_APPROACH_TO_TEACHING_AND_THINKING_ABOUT_WRITING"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="71063190" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/71063190/UvA_DARE_Digital_Academic_Repository_The_Role_of_Readers_in_Writing_Development_Writing_Students_Bringing_Their_Texts_to_the_Test">UvA-DARE (Digital Academic Repository) The Role of Readers in Writing Development: Writing Students Bringing Their Texts to the Test</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3006972" href="https://uva.academia.edu/MichelCouzijn">Michel Couzijn</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2020</p><p class="ds-related-work--abstract ds2-5-body-sm">The role of readers in writing development: writing students bringing their texts to the test Published in: The Sage handbook of writing development Link to publication Citation for published version (APA): Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Raedts, M.,</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"UvA-DARE (Digital Academic Repository) The Role of Readers in Writing Development: Writing Students Bringing Their Texts to the Test","attachmentId":80567401,"attachmentType":"pdf","work_url":"https://www.academia.edu/71063190/UvA_DARE_Digital_Academic_Repository_The_Role_of_Readers_in_Writing_Development_Writing_Students_Bringing_Their_Texts_to_the_Test","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/71063190/UvA_DARE_Digital_Academic_Repository_The_Role_of_Readers_in_Writing_Development_Writing_Students_Bringing_Their_Texts_to_the_Test"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="103059021" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/103059021/On_Education_and_Writing_Toward_an_Integrated_Pedagogy">On Education and Writing: Toward an Integrated Pedagogy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="78318432" href="https://luzerne.academia.edu/RyanWasser">Ryan Wasser</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Peerless Review, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">Available at: https://www.peerlessreview.org/archive/on-education-and-writing-toward-an-integrated-pedagogy-by-ryan-wasser There is a troubling trend in contemporary writing pedagogy to construe classical approaches to writing instruction "as fixed, static entities . . . produced by asymmetrical power relations that . . . reinforce oppressive or stereotypical attitudes and ideologies" (Mutnick and Lamos 25). In place of the classical tradition, progressive educators, following the lead of Paulo Freire, have championed student-centered approaches to education, in effect developing students in the service of themselves as opposed to in the service of knowledge as is characteristic of classical approaches. In this article I argue against the pedagogical monism that characterizes contemporary educational models by positing an integrated model of writing instruction that builds contemporary, theory-driven frameworks on top of historically valid and progressively developed principles, using the languages of modernistic and classical architecture as a mnemonic. Using the "Palladian Arch" as a guiding image, I then close my article by describing how vertically-aligned, foundational approaches such as process pedagogy and genre and rhetorical studies relate to the horizontally-aligned, theoretical approaches that ultimately lead to the apotheosis of each student's intellectual persona.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"On Education and Writing: Toward an Integrated Pedagogy","attachmentId":103166924,"attachmentType":"pdf","work_url":"https://www.academia.edu/103059021/On_Education_and_Writing_Toward_an_Integrated_Pedagogy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/103059021/On_Education_and_Writing_Toward_an_Integrated_Pedagogy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="642537" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/642537/_Let_the_writing_be_of_words_From_writing_stories_to_writing_materials">"Let the writing be of words‟: From writing stories to writing materials</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="15736" href="https://canberra.academia.edu/JenWebb">Jen Webb</a></div><p class="ds-related-work--metadata ds2-5-body-xs">TWN Biennial Colloquium</p><p class="ds-related-work--abstract ds2-5-body-sm">"Across the Anglophone world (and elsewhere), creative writing courses are proliferating. A remarkably high number of tertiary education institutions now offer to train students at undergraduate, graduate coursework and postgraduate research levels. While few such courses enjoy the huge numbers who enrol in, say, the business or communication faculties, there is a steady and growing number of people who believe they have a story to tell in prose, poetry or script, and who want to be trained in the techniques and in the field. Not many of our graduates go on to work as professional published writers; and in all honesty, not all of our graduates can really handle language or narrative. Writing is not alone in this; all disciplines produce graduates with uneven skills and capacities. But I suspect that in the case of writing, we tend to confuse means and ends – to focus on the book inside the person, and not on the material that is used to make it. By ‘material’ I mean both language – vocabulary, syntax, punctuation, organisation – and ideas. In this paper I discuss ways of engaging with these two different, but related, aspects that should be part of the attributes possessed by our graduates at all level."</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"\"Let the writing be of words‟: From writing stories to writing materials","attachmentId":3682239,"attachmentType":"pdf","work_url":"https://www.academia.edu/642537/_Let_the_writing_be_of_words_From_writing_stories_to_writing_materials","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/642537/_Let_the_writing_be_of_words_From_writing_stories_to_writing_materials"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="37469112" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37469112/Writing_theories_and_writing_pedagogies">Writing theories and writing pedagogies</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="93470000" href="https://borneo.academia.edu/BungaMargareth">Bunga Margareth</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This paper explores the main approaches to understanding and teaching writing. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the three approaches respond to, critique, and draw on each other in a variety of ways. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Writing theories and writing pedagogies","attachmentId":57437888,"attachmentType":"pdf","work_url":"https://www.academia.edu/37469112/Writing_theories_and_writing_pedagogies","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37469112/Writing_theories_and_writing_pedagogies"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":88330714,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":88330714,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_88330714" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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