Writing across Culture: Using Distanced Collaboration to Break Intellectual Barriers in Composition Courses

Writing across Culture: Using Distanced Collaboration to Break Intellectual Barriers in Composition Courses

Describes how instructors at two different colleges in Montana (a tribal college and a distant community college) collaboratively teach composition courses (using the same reading and assignments, and doing peer revision for each other). Describes how this approach breaks through cultural, ideologic...

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Bibliographic Details
Published in:Teaching English in the two-year college Vol. 25; no. 2; p. 107
Main Authors: O'Brien, Kathy Mosdal, Denny, Chuck
Format: Journal Article
Language:English
Published: 01-05-1998
Subjects:
Academic Discourse
Cognitive Processes
Community Colleges
Course Descriptions
Cultural Differences
Higher Education
Intercollegiate Cooperation
Montana
Peer Evaluation
Teacher Collaboration
Tribally Controlled Education
Two Year Colleges
Writing (Composition)
Writing Assignments
Writing Improvement
Writing Instruction
Montana
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Summary:Describes how instructors at two different colleges in Montana (a tribal college and a distant community college) collaboratively teach composition courses (using the same reading and assignments, and doing peer revision for each other). Describes how this approach breaks through cultural, ideological, intellectual "containments;" engages in academic discourse; and enters into new discourse communities. (SR)
ISSN:0098-6291
DOI:10.58680/tetyc19983859