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Abstract
The first main assignment required in the first six weeks of Writing II class was designed on the expressivist approach. The article provides an actual class realization when the assignment was given to a group of forty English Study Programme students, Faculty of Teacher Training and Education, Universitas Bengkulu. Those six weeks were a mixture of hard work, complaint, excitement, and actual texts produced. An overview of the theoretical basis on which the assignment was built is provided followed by a quick account of how the class was conducted employing expressivist pedagogy. At the end of the sixth week, students were asked to write a one-page journal entry to reflect on and evaluate their writing experience. The article tries to analyze this journal entry to uncover what students learned from doing the assignment and how they evaluated their learning. Analysis reveals that students achieved first hand knowledge of the writing process and the requirements needed to develop readable effective texts.
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References
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- Bonk CJ (1990). A synthesis of social cognition and writing research." Written Commun. 7:136 - 163. Chandler S (2004). Reflective discourses in the classroom: Creating spaces where students can change their minds." Feminist Teacher 15 (1):16 - 33.
- Chandler S (2007). "Fear, teaching composition, and students' discursive choices: Re-thinking connections between emotions and college students writing." Composition Stud. 35(2):53 - 70.
- Elbow P (1973). Writing without teachers. New York: Oxford University Press.
- Elbow P (1991). Reflections on academic discourse: How it relates to freshmen and colleagues.College English 53(2): 135 – 155. Crossef
- Gere AR (1986). Teaching writing: The major theories. In: A. Petrosky.& D.Bartholomae (eds.), The teaching of writing, (30 - 48). The Yearbook Committee and Associated Contributors. Chicago, Illinois: NSSSE.
- Goodburn A, Camp H (2004). English 354: Advanced Composition: Writing ourselves/ communities into public conversation. Composition Stud. 32(1):89 - 108.
- Murray D (1968). A teacher teaches writing: A practical method of teaching composition. Boston: Houghton Mifflin.
- North S (1987). The making of knowledge in composition: Portrait of an emerging field. Upper Montclair, NJ: Boynton/Cook.
- Pennebaker JW, Seagal JD (1999). Forming a story: The health benefits of narrative. J. Clin. Psychol. 55(10): 1243 – 1254. Crossef
- Reid J (1993). Teaching ESL writing. New Jersey, USA: Prentice Hall Regents.
- Rogers J (2011). Defining and experiencing authorship(s) in the composition classroom: Findings from a qualitative study of undergraduate writing students at the City University of New York. J. Basic Writ. 30(1):130-155.
- Smyth JM, Pennebaker JW (2008). Exploring the boundary conditions of expressive writing: In search of the right recipe. British Journal of Health Psychology 13:1 - 7. Crossref
- Thompson C.L (2011). A Dose of Writing Reality: Helping students become better writers. Kappan 92 April (7), 57 - 61.Retrieved from view
- Wardle E (2009). 'Mutt genres' and the goal of FYC: Can we help students write the genres of the university-College Composition Commun. 60(4):765 - 789.
- Willey RJ (1990). Audience awareness: Methods and madness. Freshman English News 18:20 - 25
References
Berlin J (1987). Rhetoric and reality: writing instruction in American colleges, 1900-1985. Published for the Conference on College Composition and Communication. Illinois: Southern Illinois University Press.
Berthoff A (1987). Dialectical notebooks and the audits of meaning. In: T. Fulwiler (ed.). The journal book. Portsmouth, NH: Boynton/Cook Publishers.
Bizzell P (1986). Composing process: An overview. In: A. Petrosky& D. Bartholomae (eds.) The teaching of writing(pp. 47 - 70). The Yearbook Committee and Associated Contributors. Chicago, Illinois: NSSSE.
Bonk CJ (1990). A synthesis of social cognition and writing research." Written Commun. 7:136 - 163. Chandler S (2004). Reflective discourses in the classroom: Creating spaces where students can change their minds." Feminist Teacher 15 (1):16 - 33.
Chandler S (2007). "Fear, teaching composition, and students' discursive choices: Re-thinking connections between emotions and college students writing." Composition Stud. 35(2):53 - 70.
Elbow P (1973). Writing without teachers. New York: Oxford University Press.
Elbow P (1991). Reflections on academic discourse: How it relates to freshmen and colleagues.College English 53(2): 135 – 155. Crossef
Gere AR (1986). Teaching writing: The major theories. In: A. Petrosky.& D.Bartholomae (eds.), The teaching of writing, (30 - 48). The Yearbook Committee and Associated Contributors. Chicago, Illinois: NSSSE.
Goodburn A, Camp H (2004). English 354: Advanced Composition: Writing ourselves/ communities into public conversation. Composition Stud. 32(1):89 - 108.
Murray D (1968). A teacher teaches writing: A practical method of teaching composition. Boston: Houghton Mifflin.
North S (1987). The making of knowledge in composition: Portrait of an emerging field. Upper Montclair, NJ: Boynton/Cook.
Pennebaker JW, Seagal JD (1999). Forming a story: The health benefits of narrative. J. Clin. Psychol. 55(10): 1243 – 1254. Crossef
Reid J (1993). Teaching ESL writing. New Jersey, USA: Prentice Hall Regents.
Rogers J (2011). Defining and experiencing authorship(s) in the composition classroom: Findings from a qualitative study of undergraduate writing students at the City University of New York. J. Basic Writ. 30(1):130-155.
Smyth JM, Pennebaker JW (2008). Exploring the boundary conditions of expressive writing: In search of the right recipe. British Journal of Health Psychology 13:1 - 7. Crossref
Thompson C.L (2011). A Dose of Writing Reality: Helping students become better writers. Kappan 92 April (7), 57 - 61.Retrieved from view
Wardle E (2009). 'Mutt genres' and the goal of FYC: Can we help students write the genres of the university-College Composition Commun. 60(4):765 - 789.
Willey RJ (1990). Audience awareness: Methods and madness. Freshman English News 18:20 - 25