Composition Studies As A Creative Art
Bloom gathers twenty of her most recent essays (some previously unpublished) on critical issues in teaching writing. She addresses matters of philosophy and pedagogy, class and marginality and gender, and textual terror transformed to textual power. Yet the body of her work and this representative collection of it remains centered, coherent, and personal. This work focuses on the creative dynamics that arise from the interrelation of writing, teaching writing, and ways of reading—and the scholarship and administrative issues engendered by it. To regard composition studies as a creative art is to engage in a process of intellectual or aesthetic free play, and then to translate the results of this play into serious work that yet retains the freedom and playfulness of its origins. The book is fueled by a mixture of faith in the fields that compose composition studies, hope that efforts of composition teachers can make a difference, and a sense of community in its broadest meaning. Included are Bloom's well-known essays "Teaching College English as a Woman," "Freshman Composition as a Middle Class Enterprise," and many more recent works, equally provocative and insightful.
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Teaching Writing and Teaching Writing Teachers
TWO Teaching My Class
THREE Freshman Composition as a Middle Class Enterprise
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academic advanced composition American Annie Dillard anthologies authors autobiography become belletristic essays biography canon chapter classroom composition courses composition studies context Creative Art creative nonfiction critical cultural curriculum dialogue discourse dissertation E.B. White edition English Errors and Expectations essayist expect experience faculty fiction freshman composition Gary Soto genre Gertrude Stein grade graduate identify intellectual Joan Didion language letters literature lives major Maxine Hong Kingston middle-class narrative never paper pedagogy Peter Elbow political private diaries professional prose PUBLIC IVY published readers revise rewrite rhetorical rites scholarship Scott Momaday semester social stories style summer taught teaching writing tell tenure textbooks texts theory tion truth undergraduate understand University University of Connecticut voice want a Writing week women words workshop writing courses Writing Director Writing Program Administration writing teachers written wrote
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