Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/47127

(Mis)reading: Teaching Impact vs. Intent in First Year Student Writing

Item Summary

dc.contributor.author Striker, Tristan
dc.date.accessioned 2017-06-24T02:40:02Z
dc.date.available 2017-06-24T02:40:02Z
dc.date.issued 2017-04-08
dc.identifier.uri http://hdl.handle.net/10125/47127
dc.description This talk was presented as part of Breakout Session 5 | Panel 2 "Transformative Critical Thinking." This is the full PDF of the presentation paper.
dc.description.abstract This talk will engage the first hallmark, specifically its focus on audience. Misreading, instead of being seen as a bad habit, is embraced in this talk as a teaching moment that exposes students to the importance of impact as it relates to knowing one's audience. Writing for an audience is an opportunity to teach empathy. In this way, writing becomes a praxis of social justice, of what Paolo Freire calls “conscientizacao.”
dc.format.extent 8 pages
dc.language.iso en-US
dc.publisher Honolulu: 2017 UH First-Year Writing Symposium
dc.subject audience
dc.subject collaboration
dc.subject social justice
dc.subject reading
dc.title (Mis)reading: Teaching Impact vs. Intent in First Year Student Writing
dc.type Other
dc.type.dcmi Text
Appears in Collections: Breakout 05, Panel 02: Transformative Critical Thinking


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