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

Heather Bastian

doi:10.58680/ccc201729294

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
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Open Access: Closed
Topics: first-year composition writing pedagogy
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Citation Context

Cited by in this index (5)

Tham et al. (2024)

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Miller et al. (2023)

Thinking about Feeling: The Roles of Emotion in Reflective Writing

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Tan et al. (2020)

Teacher Beliefs and Pedagogical Practices of Integrating Multimodality into Fir…

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Miller et al. (2018)

Genre: Permanence and Change

Rhetoric Society Quarterly

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

Abstract

Citation Context

Cited by in this index (5)

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