Download Teaching Composition As A Social Process by Bruce McComiskey PDF
By Bruce McComiskey
McComiskey argues for educating writing as located in discourse itself, within the consistent circulation of texts produced inside social relationships and associations. this can be a paintings with a worldly concept base and whole of examples from McComiskey's personal school rooms.
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Extra resources for Teaching Composition As A Social Process
Students then generate cultural values implied in the magazine, and I take this classroom opportunity to discuss what makes a good statement of cultural value. Effective statements of cultural value have two components: ideal identities and ideal social practices. ” As we have seen, the key words, topics, and images in Esquire construct “young men” as its ideal audience, and the key words, topics, and images in Self construct “healthy 36 Teaching Composition as a Social Process women” as its ideal audience.
Most advertising cultural values construct readers as ideal identities and encourage certain ideal social practices over others, and they relate these ideal practices to particular products. ” The element missing from cultural values is the reason for which particular ideal practices are favored over others; the motives that generate cultural values are often selﬁsh and work against the best interests of many people whose lives they inﬂuence. , Nike ads selling the dream of escaping ghettos through sports, and state lottery ads selling the dream of ﬁnancial security through “sure thing” odds.
Not only does it encourage students to understand writing as a process, but it also encourages students to understand culture 40 Teaching Composition as a Social Process itself as a process that is open to change through careful rhetorical intervention. The heuristic gains its most signiﬁcant power when students critically consume the production and distribution of cultural values with an eye toward producing their own values to be distributed and consumed in particular discourse communities. In other words, once students have examined an advertisement in terms of its production of cultural values and its distribution in a semiotic context, and they have explored their own critical consumption of the produced values in both the ad and its context, then they must continue the cycle through speciﬁc rhetorical interventions into the processes of developing social relations—they must produce texts of their own for speciﬁc distributing contexts and for consumption within particular communities, which in turn elicit further texts, contexts, and critical readings, etc.