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ERIC Number: EJ1410216
Record Type: Journal
Publication Date: 2023
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1522-7502
EISSN: N/A
Engaging Graduate Instructors in Composition Theory through Reflective Writing
Meridith Reed; Amy D. Williams
Composition Forum, v52 2023
Research on writing pedagogy education (WPE) emphasizes the importance of engaging graduate student instructors (GSIs) in mindful reflection about their own practices and about composition theory. Little research, however, has explored what we learn from a systematic, empirical investigation of GSIs' reflective writing. In this article, we describe a writing assignment we created for a graduate composition theory course that required GSIs to connect their own beliefs and experiences with the theory they read. We analyzed 60 essays to learn how new writing teachers understand and use composition theory. Our analysis shows that GSIs rely on three discursive patterns to write about theory (we call these "cite-comment, cite-apply, cite-engage") and adopt three orientations towards theory (using theory "to explain prior beliefs and maintain a teacherly identity, to solve classroom problems and shore up a teacherly identity," and "to accept uncertainty and become a reflective teacher"). We discuss connections between GSIs' discursive strategies and their theoretical orientations. We conclude by sharing how we have revised both this assignment and our training program to help GSIs better engage theory as they reflect on their own experiences. Finally, we explore the implications of what we learned for WPE broadly.
Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah
Grant or Contract Numbers: N/A