History[ edit ] Composition is not widely recognized as its own discipline. Repeat Steps 2 and 3 as Needed.
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.
Kutney also argues that an increased awareness of writing studies may result in students becoming more comfortable with validating their insufficiencies as a writer because they now recognize the difficulties expert writers have, and not because they now comprehend "the nuances of the composing process.
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.
She reaffirms their main point as being "that we should reconceive the nature of FYC goals and focus on the content knowledge we have as a field from which students can benefit. How have you become the readers and writer you are today? Russell from Iowa State University called the book "a milestone in composition textbooks.
Kutney writes, "While First-Year Composition may not do much to develop the writing abilities of students, Downs and Wardle offer no reason to think that Introduction to Writing Studies, a course that does not purport to teach writing, will do more.
Stuart Greene, Argument as Conversation: How do communities shape writing? While students gain a greater sense of these issues through these courses, rarely do they display behavioral changes in regards to these issues.
By showing students how to draw on what they know in order to contribute to ongoing conversations about writing and literacy, it helped them transfer their writing-related skills from first-year composition to other courses and contexts. I confess my first instinct is to tear down Miles et al.
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.
The authors also argue that Downs and Wardle fail to position themselves into an ongoing conversation in the same way they advocate for in WAW.
The authors conclude that an implementation of WAW-centered classes in first-year composition professionalizes writing instruction, and raises awareness about writing studies as a legitimate discipline. Earning the condemnation of an entire department is bracing-and ironic when the scholarship of some of the signatories — for me, Schwegler and Shamoon — planted seeds of ideas they find unworkable.
The second edition includes more help for understanding the rhetorical situation and an exciting new chapter on multimodal composing. He compares WAW to students who take courses that raise their awareness of social problems. 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.
Now used by tens of thousands of students, Writing about Writing presents accessible writing studies research by authors such as Mike Rose, Deborah Brandt, John Swales, and Nancy Sommers, together with popular texts by authors such as Malcolm X and Anne Lamott, and texts from student writers.
Doug and I are arguing that composition instructors should refuse to separate knowledge about writing from practice in writing and some instruction on how to complete the writing tasks at hand. Downs and Wardle write that teaching students how to write across the curriculum supports the idea that "writing is not a real subject, that writing courses do not require expert instructors, and that rhetoric and composition are not genuine research areas or legitimate intellectual pursuits.
Downs and Wardle expanded have produced an accompanying textbook, Writing about Writing: 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.Buy Writing About Writing - With Access 2nd edition () by Elizabeth Wardle for up to 90% off at mi-centre.com Writing about Writing: A College Reader Third Edition.
The third edition makes studying writing even more accessible and teachable, with a new overview of rhetoric, a stronger focus on key threshold concepts, scaffolded reading guidance for challenging selections, and a new section in the instructor's manual with responses to frequently /5(46).
Find Writing about Writing: A College Reader with Access 2nd Edition by Wardle et al at over 30 bookstores. Buy, rent or sell. Writing about Writing: A College Reader,pages, Elizabeth Wardle, Douglas Downs, Bedford/St.
Martin's, review of the first edition This second edition download Writing about Writing: A College Reader Bedford/St. Martin's, Writing about Writing (WAW), is a method or theory of teaching composition which puts emphasis on reading and writing about writing in the writing course, and reimagines first-year composition as an "introduction to writing studies.".
Reading and Writing About Contemporary Issues builds on students’ reading and writing skills through numerous examples for analysis. Each nonfiction reading is organized into thematic units that focus on contemporary issues, and has been chosen to interest and motivate students.
Readings are drawn.Download