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Using Published Student Writing to Enrich Pedagogy


Metadata FieldValueLanguage
dc.contributorMargaret J. Marshallen_US
dc.coverage.spatialAuburn Universityen_US
dc.creatorMarshall, Margaret J.
dc.date.accessioned2019-10-25T17:35:25Z
dc.date.available2019-10-25T17:35:25Z
dc.date.created2013
dc.identifier.urifile:///C:/Users/atc0057/Downloads/191-Article%20Text-356-1-10-20150630.pdfen_US
dc.identifier.urihttp://hdl.handle.net/11200/49622
dc.description.abstractAn undergraduate course which required a long paper analyzing a Supreme Court opinion structured that writing assignment as a series of smaller writing tasks in order to teach students how to do rhetorical analysis and allow them to produce the complex paper over the course of the semester. When one student had her essay accepted for publication in Young Scholars in Writing, both she and the instructor had the opportunity for additional learning. This essay traces the impact of the student publication on subsequent versions of the course, on the instructor’s effort to provide more opportunities for students to learn rhetorical analysis and engage in original research, and on the instructor’s work with disciplinary faculty. The essay argues that YSW has an impact on students, faculty, and courses even where research about writing is not the focus.en_US
dc.formatPDFen_US
dc.format.extent9 pagesen_US
dc.publisherMontana State Universityen_US
dc.relation.ispartofYoung Scholars in Writingen_US
dc.relation.ispartofseries2152-6516en_US
dc.rightsThis article was originally published in Young Scholars in Writing, vol. 10, 2013. The course referred to in this article was sketched out during a writing activity in the 2011 “Symposium on Writing” sponsored by the Office of University Writing. Young Scholars in Writing is hosted by Montana State University. Young Scholars in Writing encourages use of its materials in educational and research settings. Following principles of Fair Use, articles on this website or in the journal's print edition may be reproduced without permission or fee for educational and research purposes. Authors retain copyright of their submissions and articles.en_US
dc.subjectrelationship to researchen_US
dc.subjectby undergraduate studentsen_US
dc.subjectYoung Scholars in Writingen_US
dc.subjectrhetorical analysisen_US
dc.subjectlegal rhetoricen_US
dc.subjectWriting in the Disciplinesen_US
dc.subjectwriting educationen_US
dc.titleUsing Published Student Writing to Enrich Pedagogyen_US
dc.typeTexten_US
dc.type.genreJournal Article, Academic Journalen_US
dc.citation.volume10en_US
dc.citation.spage18en_US
dc.citation.epage26en_US
dc.description.statusPublisheden_US
dc.description.peerreviewYesen_US
dc.locationMontana State Universityen_US

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