Intellectual Creativity in First-Year Composition Classes

Building a Case for the Multigenre Research Project

Nonfiction, Reference & Language, Education & Teaching, Higher Education, Teaching, Teaching Methods
Cover of the book Intellectual Creativity in First-Year Composition Classes by Heidi Wall Burns, Michael MacBride, Rowman & Littlefield Publishers
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Author: Heidi Wall Burns, Michael MacBride ISBN: 9781475824971
Publisher: Rowman & Littlefield Publishers Publication: October 12, 2016
Imprint: Rowman & Littlefield Publishers Language: English
Author: Heidi Wall Burns, Michael MacBride
ISBN: 9781475824971
Publisher: Rowman & Littlefield Publishers
Publication: October 12, 2016
Imprint: Rowman & Littlefield Publishers
Language: English

Today’s first year composition classrooms are largely reflective of the writing pedagogy that has been used for the last 200 years. Unfortunately, this methodology does not meet the research or writing needs of today’s college and university students. Burns and MacBride were determined to make their first year composition courses more relevant to their students and sought a way to revolutionize their syllabus to do so. Building on the work of Tom Romono, Nancy Mack, Camille Allen, Sirpa Grierson, Melinda Putz (and others), Burns and MacBride set out to determine if a multigenre research project could better teach their students research, writing, and critical thinking skills than a traditional research-based essay. The findings of their semester-long study indicated that not only does a MGRP teach these skills, but it far surpasses a traditional essay in teaching engagement, intellectual creativity, and transferable writing skills. Burns and MacBride demonstrate two different ways to integrate a multigenre research project into the college composition classroom.

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Today’s first year composition classrooms are largely reflective of the writing pedagogy that has been used for the last 200 years. Unfortunately, this methodology does not meet the research or writing needs of today’s college and university students. Burns and MacBride were determined to make their first year composition courses more relevant to their students and sought a way to revolutionize their syllabus to do so. Building on the work of Tom Romono, Nancy Mack, Camille Allen, Sirpa Grierson, Melinda Putz (and others), Burns and MacBride set out to determine if a multigenre research project could better teach their students research, writing, and critical thinking skills than a traditional research-based essay. The findings of their semester-long study indicated that not only does a MGRP teach these skills, but it far surpasses a traditional essay in teaching engagement, intellectual creativity, and transferable writing skills. Burns and MacBride demonstrate two different ways to integrate a multigenre research project into the college composition classroom.

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