Process this : undergraduate writing in composition studies /

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Bibliographic Details
Author / Creator:DeJoy, Nancy C., 1958-
Imprint:Logan : Utah State University Press, 2004.
Description:1 online resource (xi, 169 pages)
Language:English
Subject:English language -- Rhetoric -- Study and teaching.
Report writing -- Study and teaching (Higher)
LANGUAGE ARTS & DISCIPLINES -- Rhetoric.
REFERENCE -- Writing Skills.
LANGUAGE ARTS & DISCIPLINES -- Composition & Creative Writing.
English language -- Rhetoric -- Study and teaching.
Report writing -- Study and teaching (Higher)
Electronic books.
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11347026
Hidden Bibliographic Details
ISBN:087421503X
9780874215038
9786613283351
6613283355
0874215951
9780874215953
1283283352
9781283283359
Digital file characteristics:data file
Notes:Includes bibliographical references (pages 161-166) and index.
Restrictions unspecified
Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010.
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212
English.
digitized 2010 HathiTrust Digital Library committed to preserve
Print version record.
Summary:In Process This, Nancy DeJoy argues that even recent revisions to composition studies, cultural studies, service learning, and social process movements--continue to repress the subjects and methodologies that should be central, especially at the level of classroom practice. Designed to move student discourses beyond the classroom, these approaches nonetheless continue to position composition students (and teachers) as mere consumers of the discipline. This means that the subjects, methodologies, and theory/practice relationships that define the field are often absent in composition classrooms. Arguing that the world inside and outside of the academy cannot be any different if the profession stays the same, DeJoy creates a pedagogy and a plan for faculty development that revisions the prewrite/write/rewrite triad to open spaces for participation and contribution to all members of first-year writing classrooms.
Other form:Print version: DeJoy, Nancy C., 1958- Process this. Logan : Utah State University Press, 2004 0874215951