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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1996
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED399549 |
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Table of Contents:
- Personal Authority and the Female Writer. Fredericksen, Elaine Academic Discourse Females Feminism Freshman Composition Higher Education Writing Apprehension Writing Assignments Writing Attitudes Writing (Composition) Writing Strategies Composition teachers and researchers recognize the difficulty young writers, especially females, face as they enter postsecondary education and attempt to learn the language of the academy. Addressing academic audiences "takes confidence and authority, qualities that are often challenged in women because of their historical exclusion from and marginal status within academic institutions" (G. Kirsch, 1993). Feminists often describe expressive writing as "personal" or "private" and academic writing as "public" at the same time they resist the dichotomy this description implies. An instructor conducted a series of freshman composition classes in which combining the methodology of composition studies and feminist theory was attempted. As students wrote, she looked at their responses to assignments and noted that some made the transition from personal to public more easily than others. A writing assignment can help students merge the personal and the academic by implementing exploratory in-class writing, research, peer collaboration, teacher-student conferencing, and revision. Students first write in class about their college experience, then read an article about the freshman year, discuss the article in class, and incorporate the material in their essays or look for additional material in the library. Essays are revised in successive drafts, going through peer collaboration, an individual conference with the teacher, and a final revision for a grade. (CR)