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Showing 1 to 15 of 22 results Save | Export
Kushkaki, Mariam – ProQuest LLC, 2017
Despite its rich history in the English classroom, popular culture still does not have a strong foothold in first-year composition (FYC). Some stakeholders view popular culture as a "low-brow" topic of study (Bradbury, 2011), while others believe popular culture distracts students from learning about composition (Adler-Kassner, 2012).…
Descriptors: Course Content, Popular Culture, English Instruction, Literary Genres
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Zhang, Xiaodong – SAGE Open, 2018
This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers' development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students' written documents, the…
Descriptors: Foreign Countries, College Freshmen, Freshman Composition, Second Language Instruction
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Hardy, Jack A.; Römer, Ute; Roberson, Audrey – Across the Disciplines, 2015
In attempts to find appropriate and authentic materials for students who are developing their academic writing skills, instructors often turn to works written by professional academics. However, genres such as published research articles and textbooks in specific disciplines may not be the most suitable models for what first year composition…
Descriptors: Freshman Composition, Writing Instruction, Student Writing Models, Writing Across the Curriculum
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Swiencicki, Jill; Fosen, Chris; Burton, Sofie; Gonder, Justin; Wolf, Thia – Liberal Education, 2011
What lasting impact could a required general education writing course have on students' well-being? The authors examined this question in the context of the California State University- Chico Town Hall Meeting, a campus event sponsored jointly by the Academic Writing Program and the First-Year Experience Program from 2006 to 2009. In the Town…
Descriptors: Freshman Composition, Teaching Methods, Academic Discourse, Writing Instruction
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Lynch-Biniek, Amy – CEA Forum, 2009
Amy Lynch-Biniek begins by introducing popular yet controversial concepts presented in the Gerald Graff and Cathy Birkenstein's "They Say / I Say: The Moves That Matter in Academic Writing" (NY: Norton & Company, 2006). As stated in the book's introduction, the goal of Graff and Birkenstein's text is "to demystify academic…
Descriptors: Academic Discourse, Higher Education, College English, Freshman Composition
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Bosley, Lisa – Literacy Research and Instruction, 2008
Recent studies indicate that many entering freshmen are not prepared for the demands of college reading, yet most higher education institutions do not require stand alone reading courses. Although critical reading is an often-cited objective of some college composition courses, little research exists that describes how composition instructors…
Descriptors: Freshman Composition, Critical Reading, Reading Strategies, Reading Instruction
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Baecker, Diann – Composition Forum, 2007
There are not many English words for "anger." There's "wrath" and "ire," although no one uses "ire" anymore and hardly anyone "wrath." There's "frustration," "resentment," and "indignation," but they don't have the emotional intensity of "anger," a word that…
Descriptors: Freshman Composition, Writing Processes, Psychological Patterns, Emotional Response
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Bergmann, Linda S. – Journal of Teaching Writing, 1996
Shows that while student humor has definite pedagogical usefulness in teaching the conventional academic modes of discourse and language, it also can become a vehicle of subversion. (TB)
Descriptors: Academic Discourse, Freshman Composition, Higher Education, Humor
Hodgkins, Deborah – 1993
As current scholarship in composition is becoming increasingly influenced by post-structuralist theories of discourse, two approaches to teaching freshman composition compete with one another. At the heart of the controversy lies the question of the place of academic discourse in this pedagogy. The social constructionist approach (supported by…
Descriptors: Academic Discourse, Expository Writing, Freshman Composition, Higher Education
Dickerson, Mary Jane – 1989
Students must reconsider the nature of composing and their identities as writers when working on a jointly authored piece of writing, such as a two-page report on a particular area in a university library. Looking at the ways workshop groups interact to produce a piece of collaborative writing and a joint oral presentation offers insight into the…
Descriptors: Academic Discourse, Collaborative Writing, Freshman Composition, Higher Education
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Elbow, Peter – College English, 1991
Characterizes academic discourse. Argues for the need for some nonacademic writing in freshman writing courses. Discusses the different styles of academic discourse within the field of composition. Notes stylistic conventions of academic discourse. Discusses implications for the teaching of freshman writing. (RS)
Descriptors: Academic Discourse, College English, Freshman Composition, Higher Education
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Daemmrich, Ingrid – College Composition and Communication, 1989
Proposes that freshman writing instructors incorporate the form of writing practiced by the social sciences. Notes that this form constructs an intellectual bridge that leads from a limited "I"-oriented perspective to the academic discourse community. Gives three examples of writing strategies adapted from the social sciences. (RS)
Descriptors: Academic Discourse, Discourse Modes, Freshman Composition, Higher Education
Chestek, Virginia L. – 1994
Writing in Western culture requires mastery of both rhetorical theory and the expressive writing often promoted in composition studies, however great the conflict between them might be. The tension between these two poles can even be a source of excitement and motivation. Landmark composition studies such as those of James Britton and Janet Emig…
Descriptors: Academic Discourse, Audience Awareness, English Departments, Freshman Composition
Papoulis, Irene – Freshman English News, 1990
Argues that freshman composition courses should teach students to use writing to develop an awareness and trust in their own thinking processes. Cautions that students who get nothing but directive instruction will be handicapped in learning to think for themselves. (RS)
Descriptors: Academic Discourse, Content Area Writing, Expository Writing, Freshman Composition
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Soles, Derek – Teaching English in the Two-Year College, 2005
The purpose of this paper is to present a detailed analysis of the style of exemplary first-year writing in order to establish and understand those features of written discourse that first-year writing teachers most value and reward. Having established the stylistic features of exemplary first-year writing, the paper goes on to provide first-year…
Descriptors: Writing Skills, Freshman Composition, Writing Improvement, Academic Discourse
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