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The pedagogy of post-structuralism is marked by an attempt to redefine rhetoric as it relates to composition, drawing on post-modern ideology calling for new ideas in a modern world. For example, Victor Vitanza suggests that writing is an entity of its own, existing apart from institutions, social mores, and even writers.
Since postmodernism represents a decentred concept of the universe in which individual works are not isolated creations, much of the focus in the study of postmodern literature is on intertextuality: the relationship between one text (a novel for example) and another or one text within the interwoven fabric of literary history.
Furthermore, In Empowering Education, Ira Shor delineates a pedagogy in which the teacher facilitates discussion of generative themes produced by the students, using the example of his basic writing course with working-class students at "a low-budget college in New York City" several decades ago (10). [25]
The process theory of composition (hereafter referred to as "process") is a field of composition studies that focuses on writing as a process rather than a product. Based on Janet Emig's breakdown of the writing process, [1] the process is centered on the idea that students determine the content of the course by exploring the craft of writing using their own interests, language, techniques ...
Postmodernism has received significant criticism for its lack of stable definition and meaning. The term marks a departure from modernism, and may refer to an epoch of human history (see Postmodernity), a set of movements, styles, and methods in art and architecture, or a broad range of scholarship, drawing influence from scholarly fields such as critical theory, post-structuralist philosophy ...
List of postmodern critics; List of postmodern writers; Postmodern literature; Postmodern art; Postmodern film and television; Graphic novel; Criticism of postmodernism; Pop culture fiction; Literary fiction
Writing education in the United States at a national scale using methods other than direct teacher–student tutorial were first implemented in the 19th century. [1] [2] The positive association between students' development of the ability to use writing to refine and synthesize their thinking [3] and their performance in other disciplines is well-documented.
Further conclusions about such things as the methods that education should use." [10] Examples of the purpose of schools include: [11] to develop reasoning about perennial questions, to master the methods of scientific inquiry, to cultivate the intellect, to create change agents, to develop spirituality, and to model a democratic society. [12]