Writing Ourselves Into the Story

Writing Ourselves Into the Story

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The twenty-three selections in this volume are essays, research studies, and personal narratives by the qsilent majorityq in composition studies: teachers and researchers with viewpoints that Sheryl I. Fontaine and Susan Hunter note are often voiced in private conversations but seldom printed in scholarly journals or aired at professional conferences. Rather than focusing on the traditional categories of pedagogy and research, Fontaine and Hunter organize the essays into four sections: the invisible pedagogue of the discipline, the model of power that dominates composition, the ever-present but seldom heard student voice, and other voices excluded from professional development in composition studies. Contributors discuss the barriers they face as teachers, of being overwhelmed by the reality of some of their studentsa€™ lives. Essayists raise questions about teaching practices that are sometimes homophobic and the effects on gay and lesbian students of the canonization of mainstream heterosexual texts. They probe the exploitation of untenured, part-time facultya€”qsecond-class professionalsq whose work is not taken seriously by their colleagues.Following the recommendations of Lauer and Asher in Composition Research, we devised a thirty-question survey geared to find out quantitatively how large numbers of composition students viewed the mixing of personal experience essays with classroom collaborations. ... Some 270 Purdue North Central students enrolled in writing classes participated in the study, including 19 students in the college program at the Westville Correctional Center.

Title:Writing Ourselves Into the Story
Author: Sheryl I. Fontaine, Susan Hunter
Publisher:SIU Press - 1993

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