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Inquiry &

The Compositions of Contributions

About Me:

I am a lecturer in UNC Charlotte's University Writing Program, where writing is viewed as process--deriving from socially-situated contexts--and where inquiry and critical thinking are vital to the act of composing.

 

This project was created for UWRT 1102 & 1103, instructed by Julie Cook.

"Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress."

 

Kenneth Burke, The Philosophy of Literary Form

Inquiry and the first-year writing classroom:
 
"[S]tudents develop an extended inquiry project that integrates materials from varied sources and includes writing in multiple genres. Students write, revise, edit and reflect on their writing with the support of the teacher and peers. Students also immerse themselves in a conversation about a topic through reading, questioning, and process writing [...] Students learn to distinguish rhetorical contexts, practice different conventions, and develop positions in relation to research. They also adopt digital technologies to network, compose, and/or critique and disseminate their work."
 
~ Course Discription,
    Writing and Inquiry in Academic Contexts (UWRT 1102 & 1103)
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