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e-Book Tuned In: Television  the Teaching of Writing download

e-Book Tuned In: Television the Teaching of Writing download

by Bronwyn T Williams

ISBN: 086709527X
ISBN13: 978-0867095272
Language: English
Publisher: Heinemann (March 15, 2002)
Pages: 240
Category: Schools and Teaching
Subategory: Learning

ePub size: 1783 kb
Fb2 size: 1664 kb
DJVU size: 1977 kb
Rating: 4.9
Votes: 157
Other Formats: docx txt doc mbr

There's no denying that television is a forceful presence in students' lives  .

Williams's book indicates that we are beginning to pay well-deserved attention to how new media influence writing and .

Williams's book indicates that we are beginning to pay well-deserved attention to how new media influence writing and how we might "engage students in print literacy more effectively and with less resistance and anxiety" (34). Writing teachers' privileging of print literacy over electronic media prevents us, Williams argues, from teaching students effectively. Composition scholars have traditionally examined the relationship between reading print texts and writing skills, but Williams extends this comparison to reading television.

There's no denying that television is a forceful presence in students' lives. Yet in writing classrooms the assumption is often that television is only an obstacle to teaching critical print literacy.

In addition to my Routledge books, my books include Shimmering Literacies: Popular Culture and Reading and Writing Online, Identity Papers: Literacy and Power in Higher Education, and Tuned In: Television and the Teaching of Writing. I am a professor of English and director of the University Writing Center at the University of Louisville. I write and teach on issues of literacy, identity, pedagogy, digital media, and popular culture

Bronwyn T. Williams is an Associate Professor of English at the University of Louisville.

Bronwyn T. Amy Zenger is an Assistant Professor of English at the American University of Beirut.

television and the teaching of writing. by Bronwyn T. Williams. Published 2002 by nn in Portsmouth, NH. Written in English. Machine generated contents note: Acknowledgments. Converging Literacies, Conflicting Literacies: Why We Must Consider Television When We Teach Writing. A Social Inoculation: The Resistance in Composition to Considering Television's Influence. Classroom Practice One.

Электронная книга "Popular Culture and Representations of Literacy", Bronwyn Williams, Amy Zenger. Эту книгу можно прочитать в Google Play Книгах на компьютере, а также на устройствах Android и iOS. Выделяйте текст, добавляйте закладки и делайте заметки, скачав книгу "Popular Culture and Representations of Literacy" для чтения в офлайн-режиме.

Professor of English and Director, University Writing Center. and internationally, is titled Literacy Practices and Perceptions of Agency: Composing Identities and has just been published by Routledge Press.

I’m a professor of English at the University of Louisville where I teach and write about issues of literacy, identity, digital media, popular culture, and creative nonfiction.

There's no denying that television is a forceful presence in students' lives. Yet in writing classrooms the assumption is often that television is only an obstacle to teaching critical print literacy. Little careful attention has been paid to exactly how television influences the ways in which students write, or how their experiences with television might be used to help them write more effectively. Bronwyn T. Williams argues that television is a powerful influence that is always present in the writing classroom, even if it is not acknowledged by either teachers or students. His interviews with students and observations of their television viewing and print reading have led him to conclude that the rhetorical skills students develop that allow them to "read" televised communication fluently, and even critically, can be used in a writing class to explore the same concepts in print, such as narrative form, audience, plot, and irony.

Williams shows teachers how they can harness these skills to influence the ways students perceive and engage in writing and reading from the first day of a composition course. Chapters in the book are followed by "classroom practice" interchapters which offer practical suggestions to help teachers use students' existing television literacies to achieve a more complex, nuanced, and critical literacy in print.

The influence of television on student writers is complex, however, and Williams also examines how the discursive nature of television can conflict with writing pedagogies. Television as a communicative form that is structured by time, without a clear authorial presence, and dominated by emotion often conflicts with what writing teachers consider fundamental properties of discourse in the academy such as reflection, individual authorship, and detached analysis. Finally, Williams considers the implications of his study for the field of composition in a time of expanding communication and literacy technologies.

In a world in which communication happens increasingly by electronic and visual means, where popular culture is seen to collide with the academy, Williams provides a refreshing and thought-provoking look at the intersections of seemingly disconnected literacies-television and print-and the ways in which teachers can draw upon certain critical discursive abilities their students already possess, but that have generally been dismissed and ignored.

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