Writing For The Classroom:Papers In Process, Students In  

Oleh:

Perregaard, Bettina

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 9 no. 2 (1995), page 103-116.
Fulltext: Vol. 09, No. 2, p 103-116.pdf (881.67KB)

Isi artikel

The present paper is based on data collected at a prominent Midwestern university. It examines the implications of process writing and peer review as practised in one introductory class of argumentative writing. The paper discusses two elements of disempowerment: (1) The instructor's control of the interaction and influence upon the written product was secured through classroom consensus. Classroom consensus reflected the social and cultural organisation of the group and discouraged the writing of one socially and culturally marginalised student. (2) As a means of preserving the integrity of the dominant educational discourse (Giroux, 1986) the practice of process writing and peer review relied on the students to support and actively exercise the power differential of the participants. Working within that framework, the instructor and the powerful students indirectly helped each other to legitimate biased and irrelevant critique and to constrain, suppress, and silence the individual, less powerful student.

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