Closing the Content-Rhetoric Gap: Working on Underdeveloped Writing Skills with Advanced Students
•
1 recomendación•963 vistas
![“[I]f tutors added to their approaches to
coaching writers a framework for assisting
students in understanding how to analyze the
context-specific nature of writing activities,
the tutors could better promote the kinds of
learning-how-to-learn skills all advanced
writers need. Furthermore, the oft-cited
dichotomy between working to produce better
writing versus producing better writers could
be set aside, as both goals could be
accomplished through applying a more robust
theory of writing expertise to tutor practices.”
Anne Beaufort. College Writing and Beyond. Logan,
UT: Utah State University Press, 2007. 16.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recomendados
Recomendados
Más contenido relacionado
Destacado
Último
Último (20)
Closing the Content-Rhetoric Gap: Working on Underdeveloped Writing Skills with Advanced Students
- 1. Closing the Content-Rhetoric Gap Chelcie Rowell & Lindsay Dolan, Swarthmore College National Conference on Peer Tutoring of Writing Baltimore, MD 6 November 2010
- 2. “[I]f tutors added to their approaches to coaching writers a framework for assisting students in understanding how to analyze the context-specific nature of writing activities, the tutors could better promote the kinds of learning-how-to-learn skills all advanced writers need. Furthermore, the oft-cited dichotomy between working to produce better writing versus producing better writers could be set aside, as both goals could be accomplished through applying a more robust theory of writing expertise to tutor practices.” Anne Beaufort. College Writing and Beyond. Logan, UT: Utah State University Press, 2007. 16.
- 3. nascent Rhetorical knowledge knowledge Subject-matter knowledge knowledge Formal expertise Figure 1. Integration of genre knowledge. Christine M. Tardy. Building Genre Knowledge. West Process Lafayette, Indiana: Parlor Press, knowledge nascent 2009. 22. knowledge
- 4. nascent Rhetorical knowledge knowledge AUDIENCE Subject-matter knowledge knowledge Formal expertise Figure 1. Integration of genre knowledge. Christine M. Tardy. Building Genre Knowledge. West Process Lafayette, Indiana: Parlor Press, knowledge nascent 2009. 22. knowledge
- 5. nascent Rhetorical knowledge knowledge AUDIENCE DICTION, TECHNICAL VOCABULARY Subject-matter knowledge knowledge Formal expertise Figure 1. Integration of genre knowledge. Christine M. Tardy. Building Genre Knowledge. West Process Lafayette, Indiana: Parlor Press, knowledge nascent 2009. 22. knowledge
- 6. nascent Rhetorical knowledge knowledge AUDIENCE DICTION, TECHNICAL VOCABULARY Subject-matter knowledge knowledge Formal expertise QUESTION- ASKING, FORMING APPROPRIATE INQUIRIES Figure 1. Integration of genre knowledge. Christine M. Tardy. Building Genre Knowledge. West Process Lafayette, Indiana: Parlor Press, knowledge nascent 2009. 22. knowledge
- 7. nascent Rhetorical knowledge knowledge AUDIENCE DICTION, TECHNICAL VOCABULARY Subject-matter knowledge knowledge Formal expertise METHOD QUESTION- INFORMS THE ASKING, SHAPE OF THE FORMING WRITTEN APPROPRIATE PRODUCT INQUIRIES Figure 1. Integration of genre knowledge. Christine M. Tardy. Building Genre Knowledge. West Process Lafayette, Indiana: Parlor Press, knowledge nascent 2009. 22. knowledge
- 8. nascent Rhetorical knowledge knowledge DEMONSTRATING KNOWLEDGE VERSUS PRODUCING KNOWLEDGE Figure 1. Integration of genre knowledge. Christine M. Tardy. Building Genre Knowledge. West Process Lafayette, Indiana: Parlor Press, knowledge nascent 2009. 22. knowledge
- 9. nascent knowledge Subject-matter PERHAPS knowledge knowledge MOST Formal FREQUENTLY DISCUSSED IN A PROFESSOR’ S OFFICE? Figure 1. Integration of genre knowledge. Christine M. Tardy. Building Genre Knowledge. West Lafayette, Indiana: Parlor Press, nascent 2009. 22. knowledge
- 10. Mock Conference (Intro) The writer & tutor in the following video clips are engaged in a conference about the writer’s seminar paper. At Swarthmore, a seminar is composed of a few students advanced in their field. Seminar papers shape discussion each week and serve as a reference throughout the course.
- 11. Mock Conference (Middle) O What circles of knowledge is the tutor trying to acknowledge as strengths of the writer? O Which is she trying to use in this conference?
- 12. Mock Conference (End) O What’s the conference accomplished so far? O In the final clip, you’ll see how engaging the writer’s formal knowledge can push the paper’s argument to the next level.
- 13. Conduct a mock conference! We’ll distribute writing samples. Pair up & practice each role. Then we’ll discuss: O What about the paper or your interactions with the writer suggest one of these circles as a point of entry into the conference? O What language can be used to give the conference direction in terms of one of these circles? O How can these circles of knowledge help you acknowledge a writer’s expertise?