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

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
Open Access: Closed
Topics: first-year composition qualitative research

Citation Context

Cited by in this index (3)

Sánchez (2020)

The Spaces Between: Mapping gaps in the Assemblages of Digital City Renderings

Computers and Composition
Gries (2019)

Writing to Assemble Publics: Making Writing Activate, Making Writing Matter

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Bowen (2017)

The Limits of Hacking Composition Pedagogy

Computers and Composition

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