I'm with you on the collaborative work in your classes, which can
take all kinds of shapes (some much more productive than others).
Transference of ability is a highly complex issue about which
technical writing research has much to say. I don't pretend to have
resolved these issue myself, as my most recent Basic Reading and Writing
course used a form of research paper. But I am still working at it.
cheers,
jrg
On Thu, 5 Sep 1996, Darlene Sybert wrote:
> Jeffrey Galin wrote:
> > > bet that students will need to be effective information processors,
> > > manage large volumes of inforamation and find what they need quickly.
> > > I'll bet they will still need strong communications skills, collaborative
> > > work experience, and the ability to consciously transfer effective writing
> > > practices from one context to another.
>
> Eric Crump wrote:>
> > ...but I don't think most writing curricula (er, my *impression* of most
> > writing curricula) contribute too damn much to any of those skills.
> > College, in general, doesn't. Those are characteristics you'll find in
> >
> Perhaps I don't understand what Jeffrey is saying here because I
> believe that the students in my composition classes learn
> most of these things and, also, learn ways to keep improving in these
> areas after the class is over. Do they keep practicing? I don't know,
> but it's just like being a parent or a cowboy (you can lead a horse to
> water, but you can't make it drink).
>
> 1) Manage large volumes of information? they do a review of literature
> for their research papers that includes 10 sources (which means they have
> to work with many more sources than that); an interview and an
> internet source have to be added later. It amounts to "volumes of
> information" compared to what they have been working with, but what's more
> important, they are required to work with it as if it were a larger
> volume. Although they write a five page research page, they are required
> to observe all the "niceties" that would be necessary if it were 20 pages,
> like outlines, abstracts, note taking, etc.
>
> 2) Much of the work that is done in my class is collaborative. Besides
> dividing into small groups to discuss the reading, students divide up the
> reading for two papers they write; work together to devise thesis
> statements; to gather information, to rewrite at least one draft; final
> product; etc.
>
> 3) Transferring writing practices from one context to another? Yes, from
> journals to abstracts to rough drafts to general interest papers to
> letters to the editor to writing within their disciplines: at every
> step, the same practices are required...
>
> Did I misunderstand?
>
>
> Ms. Darlene Sybert 882-3461 884-6902
> http://www.missiouri.edu/~engds/index.html
> English Dept - University of Missouri, Columbia
> Office - Tate Hall 6/16 TuTh 12-1:30 or by appt.
> ******************************************************************************
> Truth often suffers more by the heat of its defenders than the arguments
> of its opposers. -William Penn
> ******************************************************************************
>
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