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Teachers of first-year composition courses do essential work. Teaching argumentation and conventions of university-level writing; demystifying citation and punctuation; promoting reading comprehension and analysis. Yet such skills, as important as they are, do not reflect the full scope of our discipline. Some of the best learning in composition coursework relates to students' growth as successful individuals able to live and write in a complex world. Composition instructors demand civil discourse and respect for diversity. They coach students in time management and the creative process. They build up confidence, break down learning obstacles, and promote self-examination. The essays found in Writing Pathways for Student Success, written by and for instructors of college writing, examine life lessons that both students and instructors learn from first-year composition courses.
About the Editors
Lillian Craton is Associate Professor of English and Director of the Honors College at Lander University a regional, public university in Greenwood, South Carolina. While her primary research area is British literature, particularly Victorian studies, she teaches composition every semester and is deeply passionate about the work of mentoring student writers.
Renée Love is Dean for Arts & Humanities at Lander University. She is also Associate Professor of English and a columnist; her scholarship often includes topics related to student success, civic rhetoric, faculty development, and human potential.
Sean Barnette is Associate Professor in the Department of English and Foreign Languages at Lander University, where he teaches first-year writing, linguistics, and rhetoric. He also serves as the internship coordinator for English majors and as a teacher and advisor within Lander's Honors College.
Publication Information: Craton, Lillian, Renée Love, and Sean Barnette. (2017). Writing Pathways to Student Success. Practice & Pedagogy. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado. Available at https://wac.colostate.edu/books/pathways/
Digital Publication Date: March 25, 2017.
Lillian Craton: email@example.com
Renée Love: firstname.lastname@example.org
Sean Barnette: email@example.com
Table of Contents
In PDF Format
In ePub Format
Chapter 1. Introduction Beyond Peanut Butter and Jelly, Sean Barnette
Section 1: Why We Write
Chapter 2. A Confusion of Messages: The Critical Role of Rhetoric in the Information Age, Sarah Hardison O'Connor
Chapter 3. Introductory Writing as the Gateway to Stronger Communities, College and Career Success, Karen Bishop Morris
Chapter 4. The Value of Violence in Student Writing, Lori D. Brown
Chapter 5. Embracing Diversity in Composition Courses, Rachel McCoppin
Chapter 6. Influence of the College Composition Classroom on Students' Values and Beliefs, Ruth A. Gold-fine and Deborah Mixson-Brookshire
Section 2: How We Write
Chapter 7. Introduction, Renée Love
Chapter 8. Holistic Learning for Real-Life Writers: A Call for Affective Pedagogy in First Year Composition, Rachel Anya Kaufman
Chapter 9. Acting the Author, Pamela Henney
Chapter 10.Free to Dance: A Somatic Approach to Teaching Writing, Casie Fedukovich
Chapter 11. "Who Decides My Grade?" Reflections on Team Teaching and Peer Mentoring in First-Year Composition, Christopher Garland
Section 3: What We Write
Chapter 12. Introduction, Lillian E. Craton
Chapter 13. Primary Research in the Undergraduate Writing Classroom, Lynée Lewis Gaillet
Chapter 14. Composing Communities: Blogs as Learning Communities in the First-Year Composition Class-room, Kathryn Crowther
Chapter 15. Promoting Academic Skills through Writing: "The Survey of Academic Skills Essay" Assignment, Lisa Whalen
Chapter 16. My Composition or Yours? What We Teach in First Year Composition, Abigail G. Scheg
Chapter 17. Confronting the Uncomfortable: Food and First-Year Composition, Matthew Paproth
Practice & Pedagogy
Series Editor: Mike Palmquist, Colorado State University
This book is available in whole and in part in Adobe's Portable Document Format (PDF).