College Composition and Communication Sep 2017

Student Affective Responses to “Bringing the Funk” in the First-Year Writing Classroom

Heather Bastian

Abstract

Writing educators have long sought to disrupt academic convention. However, we currently know little about students’ affective experiences when they are asked to compose differently. This article explores the results of a research study to illuminate the feelings and attitudes students experience when convention is disrupted and offers pedagogical suggestions based on the results.

Journal
College Composition and Communication
Published
2017-09-01
DOI
10.58680/ccc201729294
Open Access
Closed
Topics
first-year composition affect and writing

Citation Context

Cited by in this index (5)

  1. Tham et al. (2024)
    Understanding Writing Instructors’ Feelings toward the Affordances of Multimoda…
    College Composition and Communication
  2. Jiang (2024)
    Composing to Enact Affective Agency: Engaging Multimodal Antiracist Pedagogy in…
    College Composition and Communication
  3. Miller et al. (2023)
    Thinking about Feeling: The Roles of Emotion in Reflective Writing
    College Composition and Communication
  4. Tan et al. (2020)
    Teacher Beliefs and Pedagogical Practices of Integrating Multimodality into Fir…
    Computers and Composition
  5. Miller et al. (2018)
    Genre: Permanence and Change
    Rhetoric Society Quarterly

Cites in this index (0)

No references match articles in this index.

CrossRef global citation count: 8 View in citation network →

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