College Composition and Communication Sep 2015

Project(ing) Literacy: Writing to Assemble in a Postcomposition FYW Classroom

Jacqueline Preston

Abstract

In this article, I turn to a grounded theory study that examines the experiences of students participating in an individual project-based FYW course, exploring up close the exploits,—practices, and products of one student “writing to assemble.” I question pedagogy stayed to theory that would treat writing as primarily a technology of representation, and in its place—introduce the concept of “writing as assemblage.” Positing a theory of the writing space that underscores writing’s more generative qualities, I call for a new definition of proficiency—for all manner of first-year writing courses.

Journal
College Composition and Communication
Published
2015-09-01
DOI
10.58680/ccc201527442
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Open Access
Closed
Topics
first-year composition writing pedagogy qualitative research literacy studies
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Citation Context

Cited by in this index (4)

  1. Sánchez (2020)
    The Spaces Between: Mapping gaps in the Assemblages of Digital City Renderings
    Computers and Composition
  2. Gross et al. (2020)
    Writing for Advocacy: DREAMers, Agency, and Meaningful Community Engaged Writing
    Reflections: A Journal of Community-Engaged Writing and Rhetoric
  3. Gries (2019)
    Writing to Assemble Publics: Making Writing Activate, Making Writing Matter
    College Composition and Communication
  4. Bowen (2017)
    The Limits of Hacking Composition Pedagogy
    Computers and Composition

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