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In a style that combines scholarly care with remarkable readability, North examines the development of the field of composition in a way it has not been examined before. Rather than focusing on what people claim to know about teaching writing, he concerns himself primarily with how they claim to know it. Eight groups of knowledge-makers are treated in separate chapters: Practitioners, Historians, Philosophers, Critics, Experimentalists, Clinicians, Formalists, and Ethnographers. Each of these chapters orients the reader by tracing the mode's first uses in the field and listing its best known and most important adherents; then goes on to explain how the mode of inquiry works, illustrating key points with painstaking analysis of well-known studies. In his final three chapters, North turns from these individual modes to consider the field as a whole: How have these different ways of making knowledge come together? What is Composition now, and what is it likely to become?
Reflecting changes in the focus and methodology of writing research over the past 20 years, this book provides a meta-analysis of studies on teaching approaches and focuses on composition instruction at the elementary, secondary, and college levels. The first chapter of the book examines general studies of the composing process, studies of process in classrooms, and studies of planning, production factors, revision, and writing apprehension. Summaries of the limitations and key findings of the research on process are included. The second chapter explores research on the repertoire of lexical, syntactic, or rhetorical forms which writers call upon in their writing. The third chapter examines criticisms of experimental studies and the difficulties in doing them, then explains the techniques used in the meta-analysis of such studies, the selection of studies, and the variables examined. The next four chapters analyze the studies in the areas of modes of instruction, grammar and the manipulation of syntax, criteria for better writing, and invention. The eighth chapter presents the results of the meta-analysis for the dimensions examined: grade level, duration of treatment, mode of instruction, focus of instruction, revision, and feedback. The final chapter discusses the compatibility of results of treatment or method studies with those of processes studies, and offers recommendations for future research. (HTH)
For a long time now, readers and scholars have strained against the limits of traditional literary criticism, whose precepts--above all, "objectivity"--seem to have so little to do with the highly personal and deeply felt experience of literature. The Intimate Critique marks a movement away from this tradition. With their rich spectrum of personal and passionate voices, these essays challenge and ultimately breach the boundaries between criticism and narrative, experience and expression, literature and life. Grounded in feminism and connected to the race, class, and gender paradigms in cultural studies, the twenty-six contributors to this volume--including Jane Tompkins, Henry Louis Gates, Jr., Shirley Nelson Garner, and Shirley Goek-Lin Lim--respond in new, refreshing ways to literary subjects ranging from Homer to Freud, Middlemarch to The Woman Warrior, Shiva Naipaul to Frederick Douglass. Revealing the beliefs and formative life experiences that inform their essays, these writers characteristically recount the process by which their opinions took shape--a process as conducive to self-discovery as it is to critical insight. The result--which has been referred to as "personal writing," "experimental critical writing," or "intellectual autobiography"--maps a dramatic change in the direction of literary criticism. Contributors. Julia Balen, Dana Beckelman, Ellen Brown, Sandra M. Brown, Rosanne Kanhai-Brunton, Suzanne Bunkers, Peter Carlton, Brenda Daly, Victoria Ekanger, Diane P. Freedman, Olivia Frey, Shirley Nelson Garner, Henry Louis Gates, Jr., Melody Graulich, Gail Griffin, Dolan Hubbard, Kendall, Susan Koppelman, Shirley Geok-Lin Lim, Linda Robertson, Carol Taylor, Jane Tompkins, Cheryl Torsney, Trace Yamamoto, Frances Murphy Zauhar
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.