Pedagogical Perspectives on Cognition and Writing , livre ebook

Parlor Press, LLC

Découvre YouScribe en t'inscrivant gratuitement

Je m'inscris

Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus

184 pages

English

Vous pourrez modifier la taille du texte de cet ouvrage

Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus

A propos
Informations
Extrait

Description

Pedagogical Perspectives on Cognition and Writing addresses a scholarly audience in writing studies, specifically scholars and teachers of writing, writing program administrators, and writing center scholars and administrators. Chapters focus on the place of cognition in threshold concepts, teaching for transfer, rhetorical theory, trauma theory, genre, writing centers, community writing, and applications of the Framework for Success in Postsecondary Writing.
The 1980s witnessed a growing interest in writing studies on cognitive approaches to studying and teaching college-level writing. While some would argue this interest was simply of a moment, we argue that cognitive theories still have great influence in writing studies and have substantial potential to continue reinvigorating what we know about writing and writers. By grounding this collection in ongoing interest in writing-related transfer, the role of metacognition in supporting successful transfer, and the habits of mind within the Framework for Success in Postsecondary Writing, Pedagogical Perspectives on Cognition and Writing highlights the robust but also problematic potential cognitive theories of writing hold for how we research writing, how we teach and tutor writers, and how we work with community writers.
Pedagogical Perspectives on Cognition and Writing includes a foreword by Susan Miller-Cochran and an afterword by Asao Inoue. Additional contributors include Melvin E. Beavers, Subrina Bogan, Harold Brown, Christine Cucciarre, Barbara J. D’Angelo, Gita DasBender, Tonya Eick, Gregg Fields, Morgan Gross, Jessica Harnisch, David Hyman, Caleb James, Peter H. Khost, William J. Macauley, Jr., Heather MacDonald, Barry M. Maid, Courtney Patrick-Weber, Patricia Portanova, Sherry Rankins-Robertson, J. Michael Rifenburg, Duane Roen, Airlie Rose, Wendy Ryden, Thomas Skeen, Michelle Stuckey, Sean Tingle, James Toweill, Martha A. Townsend, Kelsie Walker, and Bronwyn T. Williams.

Informations

Publié par	Parlor Press, LLC
Date de parution	11 mai 2021
Nombre de lectures	0
EAN13	9781643172491
Langue	English
Poids de l'ouvrage	4 Mo

Informations légales : prix de location à la page 0,0050€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Lauer Series in Rhetoric and Composition
Editors: Thomas Rickert and Jennifer Bay
The Lauer Series in Rhetoric and Composition honors the contributions Janice Lauer has made to the emergence of Rhetoric and Composition as a disciplinary study. It publishes scholarship that carries on Professor Lauer’s varied work in the history of written rhetoric, disciplinarity in composition studies, contemporary pedagogical theory, and written literacy theory and research.
Recent Books in the Series
Pedagogical Perspectives on Cognition and Writing (Rifenburg, Portanova, & Roen, 2021)
Feminist Circulations: Rhetorical Explorations across Space and Time
(Enoch, Griffin, & Nelson, 2021)
Creole Composition: Academic Writing and Rhetoric in the Anglophone Caribbean (Milson-Whyte, Oenbring, & Jaquette, 2019). MLA Mina P. Shaughnessy Prize 2019-2020, CCCC Best Book Award 2021.
Retellings: Opportunities for Feminist Research in Rhetoric and Composition Studies (Enoch & Jack, 2019)
Facing the Sky: Composing through Trauma in Word and Image (Fox, 2016)
Expel the Pretender: Rhetoric Renounced and the Politics of Style (Wiederhold, 2015)
First-Year Composition: From Theory to Practice (Coxwell-Teague & Lunsford, 2014)
Contingency, Immanence, and the Subject of Rhetoric (Richardson, 2013)
Rewriting Success in Rhetoric & Composition Careers (Goodburn, LeCourt, & Leverenz, 2012)
Writing a Progressive Past: Women Teaching and Writing in the Progressive Era (Mastrangelo, 2012)
Greek Rhetoric Before Aristotle, 2e, Rev. and Exp. Ed. (Enos, 2012)
Rhetoric’s Earthly Realm: Heidegger, Sophistry, and the Gorgian Kairos (Miller) *Winner of the Olson Award for Best Book in Rhetorical Theory 2011
Techne , from Neoclassicism to Postmodernism: Understanding Writing as a Useful, Teachable Art (Pender, 2011)
Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies
(Buchanan & Ryan, 2010)
For more titles, visit the series page: http://bit.ly/lauerseries

Pedagogical Perspectives on Cognition and Writing
Edited by J. Michael Rifenburg,
Patricia Portanova, and Duane Roen
Parlor Press
Anderson, South Carolina
www.parlorpress.com

Parlor Press LLC, Anderson, South Carolina, USA
© 2021 by Parlor Press
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data on File
978-1-64317-246-0 (paperback)
978-1-64317-247-7 (hardcover)
978-1-64317-248-4 (pdf)
978-1-64317-249-1 (epub)
1 2 3 4 5
Lauer Series in Rhetoric and Composition
Editors: Thomas Rickert and Jennifer Bay
Cover design by David Blakesley.
Cover image by Steve Johnson courtesy of Unsplash.
Printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paper, cloth and eBook formats from Parlor Press on the World Wide Web at http://www.parlorpress.com or through online and brick-and-mortar bookstores. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina, 29621, or email editor@parlorpress.com.

Contents
Foreword: Reflecting on and Learning from the Past to Imagine the Future
Susan Miller-Cochran
Introduction: Promises and Perils of Cognition and Writing Praxis
J. Michael Rifenburg, Patricia Portanova, and Duane Roen
I Cognitive Theory and Writing Pedagogy
1 Readiness Redefined: Toward a Pedagogy of Here and Now
Peter H. Khost, Wendy Ryden, and David Hyman
2 Metacognition: Crossing the Information and Writing Thresholds
Barbara J. D’Angelo and Barry M. Maid
3 What Do You Experience When You Read and Write? Diversity in the Experience of Inner Speech
Airlie Rose
II Classroom-Level Engagement
4 Recall, Reframe, Reflect: Threshold Concept Pedagogy and Metacognitive Practice in First-Year Writing
Gita DasBender
5 Cognitive Psychology and the Framework for Success: Teaching Genre as a Design Problem
Thomas Skeen
6 Creating a “Language” of Trauma: Exploring Trauma Theories and Trauma Narratives in Multimodal Writing
Courtney Patrick-Weber
7 Cognition and Community: Using the Habits of Mind to Engage Students in Community-Focused Writing
Michelle Stuckey, James Toweill, Sean Tingle, Heather MacDonald, and Jessica Harnisch
III Program-Level Engagement
8 The Space Between: A Statewide Effort Using the Framework for Success to Bridge High School and College Writing
Christine Cucciarre
9 A Metaphor-Based Curriculum: Fostering Inquiry, Metacognition, and Transfer
Tonya Eick and Gregg Fields
10 Pedagogical Practices of the Habits of Mind
Melvin E. Beavers, Subrina Bogan, Harold Brown, Caleb James, and Sherry Rankins-Robertson
11 The Effects of Metacognition on Student-Athletes’ Academic Performance
Martha A. Townsend
IV Writing Center Engagement
12 “This Is on You”: When Responsibility as a Habit of Mind Informs Writing Center Consultant’s Practice
Morgan Gross and Kelsie Walker
13 The Framework Will Not Hold Without a Center
William J. Macauley, Jr.
14 Writing Center Consultations as Emotional Experiences: How Different Learning Experiences Shape Student Perceptions of Agency
Bronwyn T. Williams
Afterword: Considering Whiteness in the Framework’s Habits of Mind
Asao Inoue
Contributors
Index

Foreword: Reflecting on and Learning from the Past to Imagine the Future
Susan Miller-Cochran
A s I write this foreword, I am mindful that the Framework for Success in Postsecondary Writing has been an integral part of my professional experience and my understanding of writing instruction for an entire decade. As the “WPA Outcomes Statement for First-Year Composition” shaped my growing understanding of writing instruction in the 2000s, the Framework refined and challenged my practice as a writing instructor in the 2010s. When I imagine what the future might look like in my own writing classes, I draw on lessons learned from the “Outcomes Statement” and the Framework , illuminated by the kind of research in this collection and the critiques and recommendations made by teacher-scholars of writing over the past twenty years.
I was honored and humbled to be part of the group that drafted the Framework . I was invited by Linda Adler-Kassner, who was the president of the Council of Writing Program Administrators (CWPA) at the time. In her email invitation to me on March 31, 2010, she explained the purpose of the task force that was being formed:
Last week, the Executive Committee of the Council of Writing Program Administrators endorsed a task force to create the CWPA Framework for Success in Postsecondary Writing. This framework, which will be derived from the WPA Outcomes, is an effort to have postsecondary writing instructors define what “college readiness” means, based on our expertise and scholarship.
The exigence behind the creation of the task force and the development of the Framework was to have a coordinated, broad-based, and knowledgeable response from teacher-scholars in writing studies to policies such as Race to the Top and the Common Core State Standards Initiative. Race to the Top had been introduced by the Obama administration in early 2009 to reward states that increased student achievement and graduation rates, among other factors (US Department of Education). Race to the Top emphasized STEM disciplines as the highest priority, and it called for nationwide standards and assessments of those standards. The Common Core State Standards were then ratified in early 2010 after a three-year development process (National Governors Association Center for Best Practices and the Council of Chief State School Officers), and the initiative’s goal was to describe what those disciplinary standards would look like for K–12 education to ensure the “preparation of students for college and career” (O’Neill et al. 521).
The emphasis on STEM, standards, assessment measures, and nationwide norms raised red flags for many of us in writing studies, and Peggy O’Neill et al. have described in detail the ways these initiatives and concerns led to the development of the Framework . For postsecondary teachers of writing, it was of the utmost importance to participate in conversations about how standards were being defined, who was defining them, and how achievement was being measured. Because the goals of these initiatives were focused primarily on “college and career readiness” (US Department of Education 7), the CWPA, joined by the National Council of Teachers of English and the National Writing Project, felt it was imperative to respond from the perspective of teachers who would be working with students when they came to college.
According to the charge given to the Framework Task Force, we had three primary goals. The first defined goal was to, from our varied perspectives as twenty-three college writing teachers, “[outline] writing strategies and experiences essential for success in postsecondary writing courses” (Adler-Kassner). The second and third goals included (2) providing professional development resources to support the Framework and (3) conducting research on the Framework .
To meet the first goal, we started with the “Outcomes Statement” and built from it, identifying what would help students meet those outcomes and, ultimately, succeed as