WRITING AS DIALOGUE: THE COMPOSITION STUDENT AS WRITER, AUDIENCE, AND CRITIC
Titel:
WRITING AS DIALOGUE: THE COMPOSITION STUDENT AS WRITER, AUDIENCE, AND CRITIC
Auteur:
Kain, Geoffrey R.
Verschenen in:
Community college journal of research and practice
Paginering:
Jaargang 15 (1991) nr. 4 pagina's 439-446
Jaar:
1991-10
Inhoud:
My Colleague, Dr. Eileen Landis-Groom, and I are professors of English at Embry-Riddle Aeronautical University, she on the Prescott, Arizona campus, and I on the Daytona Beach, Florida, campus. This past semester we began an experimental composition project that centers on the students' exchanging papers and paper critiques between the two campuses. We believe that writing students engaged in the correspondence project have better realized particular instructional goals than they would have in the traditional closed-classroom environment; student assessment of the project indicates that they, too, are confident that the method allowed them to improve their writing more than more traditional methods might have. The project has challenged their understanding of the audience-purpose-style relationship, demanded a much more concentrated effort in composing written evaluations of student writing, and allowed for a valuable exchange of place-oriented information across a great geographic distance. The correspondence method of teaching writing insists on the nature of writing as dialogue by replacing the “general,” hypothetical audience with the concrete individual, combines key features of collaborative learning, peer review, and process orientation, and focuses on the critique as a composition in itself.
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