H. Bernard Hall, in the new Research in the Teaching of English, says we no longer need to ask why to use hip-hop in English classes; we need more models for how to use it well.
In the June issue of College Composition and Communication, Stuart Blythe and Laura Gonzales use screencast videos to track what students actually do as they compose a researched argument for an interdisciplinary biology class.
Zak Lancaster in College Composition and Communication analyzes the templates (“formulas?”) offered in the college writing textbook They Say/I Say. Do they really reflect the choices academic writers make? Check out what he found!
Do you teach academic writing? What do you think about Lancaster’s claims?
From the new issue of College English: Jenny Rice argues for a new understanding of “expertise”
to engage writing students in problem-posing and solving.
Todd DeStigter of the University of Chicago critiques the emphasis on argumentative writing in schools and college, examining three widespread assumptions: that learning to write good arguments will develop thinking skills, prepare for good democratic citizenship, and enhance students’ potential for sociocultural mobility. Valorizing rational argument, DeStigter argues, closes off many legitimate and often more effective forms of personal and political action.