Downs and wordle writing about writing summary sample

She is currently conducting a study examining the impact of smaller class size on the learning of composition students, as well as a study examining the impact of the writing-about-writing pedagogy on student writing and attitudes about writing. Doug Downs is an assistant professor of rhetoric and composition in the Department of English at Montana State University. His research interests center on research-writing pedagogy and facilitating undergraduate research both in first-year composition and across the undergraduate curriculum. He continues to work extensively with Elizabeth Wardle on writing-about-writing pedagogies and is currently studying problems of researcher authority in undergraduate research in the humanities.

Downs and wordle writing about writing summary sample

downs and wordle writing about writing summary sample

Her research interests center on genre theory, transfer of writing-related knowledge, and infusing composition classrooms with the field's best understandings of how writing works. She is currently conducting a study examining the impact of smaller class size on the learning of composition students, as well as a study examining the impact of the writing-about-writing pedagogy on student writing and attitudes about writing.

Downs and Wardle, “Teaching about Writing, Righting Misconceptions” | Revolution Lullabye

Doug Downs is an assistant professor of rhetoric and composition in the Department of English at Montana State University. His research interests center on research-writing pedagogy and facilitating undergraduate research both in first-year composition and across the undergraduate curriculum.

He continues to work extensively with Elizabeth Wardle on writing-about-writing pedagogies and is currently studying problems of researcher authority in undergraduate research in the humanities.

Elizabeth and Doug, along with several of their colleagues, have been furthering the conversation on writing-about-writing pedagogy on their Bedford Bits blog, Write On: Notes on Teaching Writing about Writing.

DOWNS AND WARDLE / TEACHING ABOUT WRITING. largely ignored the implications of this research and theory and continued to assure its publics (faculty, administrators, parents, industry) that . Summary writing is the act or the formal process of creating or making a conclusion using a few words to highlight the most important information of an essay, speech, or an address. Downs and Wardle both have practiced their “writing-about-writing” belief at different universities. Downs broke the curriculum into three sections, and taught them to approximately sixty students, around spring ’03, and spring ’05, in the course of one semester.

Visit the blog to contribute to the discussion and get some useful tips for teaching with Writing about Writing:Sample for: Writing about Writing: A College Reader Summary When Doug Downs and Elizabeth Wardle published their article "Teaching about Writing, Righting Misconceptions" in June , they challenged the field to imagine a new approach to first-year composition.

begins by describing introducing the WAW concept to TAs using Downs & Wardle (cited in this bib) “as part of a grander scheme to disrupt common assumptions about the purpose(s) of first-year writing classes and to make the familiar strange again” (2).

ENG Group 1: Downs and Wardel Summary Draft

Sample thank you notes to soldiers 12 Hours real trends report Globe Institute of Technology Jefferson County, downs and wordle writing about summary . 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.".

downs and wordle writing about writing summary sample

When Doug Downs and Elizabeth Wardle published their article “Teaching about Writing, Righting Misconceptions” in June , they challenged the field to imagine a new . Mar 31,  · Wardle and Downs explain that the essays need act only as “springboards” to help students think about “their own reading and writing experiences,” with student writing remaining at the center of the course (Writing about Writing vii).

Furthermore, creating a reader of composition scholarship rather than a rhetoric that summarizes such.

Writing about Writing - Wikipedia