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Teaching Composition and the Creative Writing Workshop

出版	ERIC Clearinghouse, 1990
URL	http://books.google.com.hk/books?id=aYljzQEACAAJ&hl=&source=gbs_api

註釋A study was conducted to make students aware of the issue of self, society, and authority in their writing, and to discover which aspects of the writing workshop method are productive and which are not relative to student perceptions of their authority as writers. A university-required junior level composition course was designed in which students wrote two five-page papers, several shorter response papers, and read fiction and non-fiction. The final examination for the course was a three-part essay question which asked students to (1) describe aspects of the workshop which made them feel like "displaced persons"; (2) discuss aspects of the workshop which made them feel connected to a community; and (3) explain how they felt about being placed in or displaced from the workshop. All students seemed to share the same problem--the presence of a multiplicity of voices competing in their writing. Because students had collaborative alternatives to the workshop, they were very positive about three aspects of it: they felt empowered as readers and responders to the texts of their peers; they felt connected to the workshop when their responses centered on the last stages of revision; and, they felt good about sharing their work in the workshops. The writing workshop seems to make the most sense in the reentry phase, a place for students to publish, share, and polish their work, but not to create or shape writing and not to negotiate authority. (Mg)