Student reading practices – Virginia S. Anderson

INTERESTED IN RESEARCH ON WRITING? CHECK OUT 3 NEW POSTS AT COLLEGE COMPOSITION WEEKLY!

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.

Rob McAlear and Mark Pedretti, writing in Composition Studies, ask students how they decide if a paper is “done.” The answer isn’t what you think.

John Duffy, in the January College English, explores “virtue ethics” as a possible replacement for consequentialist, deontological, and poststructuralist ethics in college writing classrooms.

AT COLLEGE COMPOSITION WEEKLY: Digital Badging as Assessment

In the November College English, Stephanie West-Puckett argues for “digital badges” as a means of encouraging participation among teachers and students as they design writing assessment practices that work toward social justice.

NEW POSTS AT COLLEGE COMPOSITION WEEKLY!

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.

In the new College English, Sara Webb-Sunderhaus uses the lens of “tellability” to explore how teacher expectations shape identity performance for students from Appalachia.

NEW THIS WEEK AT COLLEGE COMPOSITION WEEKLY: COLLABORATIVE COURSE DESIGN IN SCIENTIFIC WRITING.

A detailed discussion of course design for an upper-level scientific writing class: Combs, D. Shane, Erin A. Frost, and Michelle F. Eble. “”Collaborative Course Design in Scientific Writing: Experimentation and Productive Failure.” Composition Studies 43.2 (2015): 132-49. Web. 11 Nov. 2015.

NEW AT COLLEGE COMPOSITION WEEKLY: Heterosexual Readers Read LGBT Novels.

Writing in Teaching English in the Two-Year College, John Pruitt reports on a case study of eight heterosexual students who chose LGBT novels and met to discuss them without a teacher’s intervention. Recording the sessions, Pruitt discovered concerns about “authenticity”; he posits that the need to create authenticity in depicting a culture can encourage essentialized perceptions of that culture, despite the diversity of its members. He feels that insights into what students bring to literature before an instructor’s theoretical framing helps him better understand how to teach literature about difference.
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This Week’s Post on College Composition Weekly: Meghan A. Sweeney and Maureen MvBride on the “Difficulty Paper” Assignment

Sweeney and McBride, both of the University of Nevada, Reno, suggest an assignment created by Carnegie Scholar Mariolina Salvatori, the “difficulty paper,” to understand how students understand the relationship between the reading and writing they are asked to do in college. They posit that the instruction they get in their process writing classrooms interferes with their ability to navigate complex reading tasks. See http://collegecompositionweekly.com/2015/07/06/sweeney-meghan-a-and-maureen-mcbride-difficulty-papers-as-insights-into-students-reading-practices-ccc-june-2015-posted-07062015/