Abstract
This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.
Recommended Citation
Jensen, Amber and Dean, Deborah
(2022)
"Variations on a Writing Methods Course: Two English Educators Across Four Decades,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
Iss.
2, Article 2.
Available at:
https://scholarworks.wmich.edu/wte/vol11/iss2/2
Included in
Educational Methods Commons, English Language and Literature Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Liberal Studies Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons