Teaching Composition in France.

This article summarizes the study conducted to find out the effectiveness of guided writing in teaching composition. Fifty-two students of grade nine studying at Khelnechour Secondary School, Surkhet were the sample population of this research. The researcher requested one of the teachers to involve in the practical teaching for carrying out the research. The tests (pre-test and post test) were the major tools for data collection. The students were ranked from the first to the fifty-second position based on the results of the pre-test. They were divided into two groups based on odd-even ranking of the individual scores. Then, experimental group was taught through guided writing activities whereas controlled group was taught without guided writing activities. Each groups attended thirty lessons. Then the post-test was administered. The results of these two tests (Pre and Post) were compared and found that guided writing activities were more effective in teaching composition. Journal of NELTA Surkhet Vol.4 2014: 18-25

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Brian Cherney’s String Trio: Transcendent Pedagogy and the Spiritualization of Technique

Intersections Canadian Journal of Music ◽

10.7202/1059890ar ◽

2019 ◽

Vol 37 (1) ◽

pp. 105-118

Author(s):

Arlan N. Schultz

Keyword(s):

Pedagogical Approach ◽

String Trio ◽

Human Emotions ◽

Teaching Composition ◽

Spiritual Expression

Brian Cherney’s pedagogical and compositional philosophy is examined from the perspective of transcendent intention. Both in teaching composition and in his own works, Cherney emphasizes technique, attention to details, a convincing formal architecture, and the power of music to give expression to fundamental human emotions and experiences. Drawing upon the philosopher Henri Bergson’s concepts about the “nature of creative consciousness,” the author finds striking parallels between Bergson’s ideas and Cherney’s music. Analytical observations on Cherney’s String Trio are tied to the composer’s pedagogical approach, which profoundly influenced the author both as a composer and as a teacher. Cherney’s String Trio confronts the listener with a work in which the spiritual expression of a universal impermanence is manifested in the music itself in various ways that are illuminated and discussed using specific musical examples.

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Chapter 2. The Enthymeme as a Practical Rhetorical Concept for Teaching Composition (Michael Dennis Hood)

The Essential Enthymeme ◽

10.3726/978-3-0351-0890-3/6 ◽

2016 ◽

Keyword(s):

Teaching Composition

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When Teaching Composition Becomes an Art Through a Futuristic Book-Writing Pedagogy

Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students - Advances in Linguistics and Communication Studies ◽

10.4018/978-1-7998-6508-7.ch004 ◽

2021 ◽

pp. 48-65

Author(s):

Sharon M. Virgil

Keyword(s):

21St Century ◽

New Teachers ◽

Writing Pedagogy ◽

Freshman Composition ◽

Composition Classroom ◽

Student Centered ◽

Composition Students ◽

Teaching Composition

The author recognizes the importance of Freshman Composition students being equipped with the skills necessary to write effectively for college and beyond. In this chapter, the author shares her story of how a renowned Composition professor forces her to take a self-critical look at what she was doing in her Composition classroom, which compels her to change. For new teachers of Composition or for teachers looking to change, the author shares her newly adopted student-centered-book-writing pedagogy, which puts the focus on the student and creating an environment in which they can write, and write a lot. The author, forced to be honest and change herself, adopted a pedagogy that allows her students a voice and a chance to be honest in their writing through their expression of voice, an asset she recognizes as necessary in this 21st century, especially in our increasingly diversified world of academia. The author shares her student-centered-book-writing-pedagogy.

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Teaching Composition in Erie, Pennsylvania, or Madonna Should Never Write a Dating Column

SPOT IN THE DARK ◽

10.2307/j.ctv1ffpbt3.27 ◽

2021 ◽

pp. 36-37

Keyword(s):

Teaching Composition

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Teaching composition with new literacies perspectives: “We’ll test it out and then let the kids run with it.”

Language and Literacy ◽

10.20360/g2zp4k ◽

2013 ◽

Vol 15 (1) ◽

pp. 39 ◽

Cited By ~ 2

Author(s):

Jill Kedersha McClay ◽

Shelley Stagg Peterson

Keyword(s):

Action Research ◽

Research Study ◽

New Literacies ◽

Middle Level ◽

Organizational Issues ◽

Composition Instruction ◽

Action Research Study ◽

Teaching Composition ◽

Canadian Provinces

We report on two studies of teaching composition in Canadian elementary and middle-level classrooms, focusing this paper on teachers who work with new literacies perspectives. A study of 21 teachers in all 10 Canadian provinces provided evidence of a broad range of practices in composition instruction, and an ongoing action research study with two groups of teachers allows us to develop richer understandings of the ways in which teachers create curriculum with students to promote engaged and productive multimodal and digital composing practices. Nine themes are discussed within two broad categories: administrative and organizational issues, and teachers’ stances and views of selves as learners and collaborators.

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