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Article
Not Just Showing Up to Class: New TAs, Critical Composition Pedagogy, and Multiliteracies
Journal of Writing Program Administration
  • Barbara J. Blakely, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
4-1-2012
Abstract
New TAs, who teach most first-year composition (hereafter FYC) in major universities, gamely take on a variety of new experiences during their first semesters in the classroom (Bettencourt; Duffelmeyer “Learning to Learn,” “New Perspectives”; Farris; Marback). These TAs, despite their often-unacknowledged or overlooked teaching role in the university, can and do participate in achieving institutional and programmatic goals by further “renegotiating the definition of first- and second-year composition courses from ‘service courses’ in the academy to sites of intellectual activity and forums for sharing world views” (Neeley). Their experiences combine the challenges of being a university instructor for the first time with teaching assignments that today include technological, oral, written, and visual literacies integrated into FYC curricula, acknowledging the powerful and sophisticated nature of the texts our students interpret and generate in their academic and civic lives
Comments

This article is published as Duffelmeyer, Barb Blakely. “Not Just Showing Up to Class: New TAs, Critical Composition Pedagogy, and Multiliteracies.” Journal of Writing Program Administration 28.3 (Spring 2005): 31-56. Posted with permission.

Copyright Owner
Council of Writing Program Administratiors
Language
en
File Format
application/pdf
Citation Information
Barbara J. Blakely. "Not Just Showing Up to Class: New TAs, Critical Composition Pedagogy, and Multiliteracies" Journal of Writing Program Administration Vol. 28 Iss. 3 (2012) p. 31 - 56
Available at: http://works.bepress.com/barbara-blakely/5/