Teaching Subject, A: Composition Since 1966

Teaching Subject, A: Composition Since 1966Reading Teaching Subject, A Composition Since 1966 Joseph Harris Bystricepodhostynem.eu This Book Provides A Practical Understanding Of The Growth Of Composition Studies As A Field Of Study A Teaching Subject Composition Since 1966 Provides A Highly Readable Outline Of The Major Trends In Composition Theory And Teaching Since 1966 As A Means Of Explaining The Origins Of Current Attitudes Towards Teaching College Writing It Also Presents A Direct Connection Between Recent Advances In Theory And New Practices In The Classroom Appropriate For Any Reader Who Wishes A Better Understanding Of The Current Trends In Teaching English Composition. One of several histories out there to serve as a textbook for Writing Studies graduate courses, which I am teaching this term A classic, focused on three decades, 1965 1995, and leaning heavily to college composition his area, and not primarily mine which is English education and middle high school writing instruction , one virtue of the book is that it is short, concise and affordable It was originally released in 1997 and was expensive so Harris eventually got the rights to the book back, added updates and inter chapters where he focuses on his own teaching, and republished it in 2012 I had read it when it came out and now read it again.The main chapters highlight five key words to follow Raymond Williams s Keywords , a term a chapter, that he thinks are useful for exploring K College writing instruction Growth, Voice, Process, Error and Community, and only in the end he talks of digital issues which have emerged in the last several years Each of these key terms roughly aligns with a chronological approach for changes in thinking about why how people have taught writing in schools Growth, for instance, came about as a result of an international conference on writing at Dartmouth in 1966 which produced a book sort of summarizing the talk there that would shape writing instruction for many years, Growth Through English, by John Dixon The sixties, as you know, were a volatile decade, an explosion of moments in areas such as feminism, environmentalism, an
I fear that Harris ideal of the city as the model of community, with many different groups all living and working together like the university that includes janitors and academic vice presidents, students and adjuncts and archival preservationists may be fading Cites are becoming choices Austin is a Texas choice and Hyde Park even so In the D.C area, there s an almost palpable different between Maryland and Virginia residents With our computer assisted occupational mobility, potential residents can scope out the yoga studios and Whole Foods offerings in a town or the gun ranges and American flags in the yards and decide whether the space is right for them I don t mean to belabor the locality point, but I think it s emblematic of the way that our society specialized in and out of work We used to all watch the Big Three news channels now we watch the news that agrees with us Less and less are there community forums for students to address Instead, should be teach them to capitulat
Overall, I really enjoyed this book by Joseph Harris, but I especially appreciate his tone He writes in an exceptionally clear manner and he explains complex issues in an articulate and straightforward way One person wrote in her comments that Harris is name droppy, but well, each chapter is a review of the literature after all, this is a history of composition so Harris is bound to drop some names I just thought that was an odd remark I really enjoyed the chapter focused on errors, and I would not have thought this would be my favorite section In that chapter, Harris make a number of great points and shows how composition took the turn away from grammar and toward technique and process In my experience as a composition professor, teaching grammar has always been a taboo.I picked up on this
In A Teaching Subject 1997 , Joseph Harris outlines a history of the field of composition studies, but most importantly, I believe, critiques and questions the term community Following Raymond Williams, he explains that the term has no opposite and so may become an empty and sentimental word, but importantly, it tends to create what it supposes to describe and becomes hard to resist 99 Harris believes it is important to understand that one does not simply move from one community to another, but is always caught instead in an always changing mix of dominant, residual, and emerging discourses 103 He views it as helpful to understand our job as not helping students move from one community to another, but to constantly complicate and add on to their discourses 103 He prefers the term public to community because it refers not a grou
I can t understand some of these other reviewers claiming Harris is hard to comprehend or that his argument is unclear In address to this latter issue, this strikes me as a piece of exposition rather than argument Objective exposition untinged by ideology, belief and values doesn t exist, though, even in scientific writing, and Harris seems to me to be incredibly transparent about where he, as the writer of this book, stands in relation to the history of the theories and methods he is attempting to trace I greatly appreciate this, because as a reader I didn t feel I had to try to suss out his biases from something that tries to play itself off as objective But I wouldn t say he is trying to propose or argue anything specific at least not as his primary goal.Additionally, his writing both seems to do justice in broad strokes to the theories and methods it outlines while rendering them easily processable to someone
One of the interesting things about this book was to read all the theoretical underpinnings for the composition courses I took as an undergraduate So that s why they had us do those things Boy, was I clueless I also was not aware that composition was such a hotbed of ideology Another fascinating feature of this book is the sections that Harris titles Interchapters In these sections he provides a teaching example using samples from student writings interwoven with the story of the teaching methods used, his point being to show how the student grew in response to the teaching methods These are for me anyway the mos
This is an interesting perspective on the history of composition, with some generally valid criticisms of past theories and practices, though, as most theoretical critiques tend to do, Harris constructs simplified taxonomies that don t necessarily hold true In the end, I m not really sure what Harris would like to propose himself, other than a vague form of social writing
A nice overview, but very dense and name droppy. I read this for English 614 Practicum in Teaching Composition It gives some background about the field. I honestly don t remember much of this, and there is a really great reason for that.

BOOKS ⚣ Teaching Subject, A: Composition Since 1966 Author Joseph Harris – Jobs-in-kingston.co.uk
  • Paperback
  • 144 pages
  • Teaching Subject, A: Composition Since 1966
  • Joseph Harris
  • English
  • 04 July 2018
  • 9780135158005