Date

Spring 5-1-2015

Document Type

Honors Project

First Advisor

Rigsby, Mary

Degree Name

Bachelor of Arts

Major or Concentration

English

Department or Program

English, Linguistics, and Communication

Abstract

This paper examines composition in the secondary English classroom; specifically, the paper addresses common problems associated with composition curricula, and attempts to determine the best methods for teaching composition that strive to foster learning and authorial agency. The paper underscores the importance of incorporating personal experiences and insights into the composition process, and stresses that writing cannot only be taught, but that writing is learning. Moreover, writing is a way to make sense of experiences and insights. The paper includes the scaffolding for a secondary composition curriculum, and outlines the most effective pedagogical practices to teach writing that is meaningful to students. Furthermore, the paper examines ubiquitous elements of composition assessment, such as clarity and voice, and includes a composition rubric that aligns with composition pedagogy outlined in the paper.

Language

English

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