Relevant bibliographies by topics / Teaching composition

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching composition'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Teaching composition"

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Gordon, Jay L. "Teaching Hypertext Composition." Technical Communication Quarterly 14, no. 1 (January 2005): 49–72. http://dx.doi.org/10.1207/s15427625tcq1401_5.

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Allen, William. "Teaching Composition Digitally." Visual Resources 15, no. 1 (January 1999): 65–74. http://dx.doi.org/10.1080/01973762.1999.9658487.

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Ran, Shulamit. "On Teaching Composition." Contemporary Music Review 31, no. 4 (August 2012): 305–12. http://dx.doi.org/10.1080/07494467.2012.725813.

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Lerdahl, Fred. "On Teaching Composition." Contemporary Music Review 31, no. 4 (August 2012): 291–96. http://dx.doi.org/10.1080/07494467.2012.725814.

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Lynch-Biniek, Amy. "Who Is Teaching Composition?" Open Words: Access and English Studies 6, no. 1 (2012): 54–71. http://dx.doi.org/10.37514/opw-j.2012.6.1.05.

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Trueman, Dan. "‘Teaching’ Composition at Princeton." Contemporary Music Review 31, no. 4 (August 2012): 323–29. http://dx.doi.org/10.1080/07494467.2012.725811.

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Godfrey, John. "WHO ARE WE TEACHING AND WHY ARE WE TEACHING THEM? THOUGHTS ON MUSICAL DIVERSITY IN UNIVERSITY COMPOSITION TEACHING." Tempo 76, no. 302 (September 29, 2022): 52–60. http://dx.doi.org/10.1017/s0040298222000341.

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AbstractMusical composition has traditionally been taught with the assumption that students share musical backgrounds and have similar aims. In today's highly diverse musical world, however, composition students are exposed to a multiplicity of musical languages. They develop their personal creative styles from an internal conceptual ‘melting pot’ and must also develop compositional methodologies for a potentially large array of disparate usages. This article argues that the teaching of composition should recognise both the rich global diversity of musics and the plethora of uses to which compositional techniques might be applied, and that such teaching might most productively be focused on imparting a broad selection of technical concepts from many musics, coupled with an interrogation of the underlying purposes of techniques taught. All musics must be treated as equally worthy of study and students’ embodied experiences respected. Curricula need to be designed with such a catholic view in mind, encouraging students to embrace the growing profusion of genres, techniques and resources available and develop a flexible, broadly informed and resourceful outlook.
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Epstein, Bonnie W. "Teaching Freshman Composition: Getting Started." WAC Journal 1, no. 1 (1989): 88–91. http://dx.doi.org/10.37514/wac-j.1989.1.1.15.

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Biró, Dániel. "The Practice of Teaching Composition." Revista Vórtex 8, no. 1 (September 10, 2020): 1–11. http://dx.doi.org/10.33871/23179937.2020.8.1.1-11.

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Sullivan, James D. "Poetry, Scholarship, and Teaching Composition." PMLA/Publications of the Modern Language Association of America 120, no. 3 (May 2005): 888. http://dx.doi.org/10.1632/s0030812900168075.

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Dissertations / Theses on the topic "Teaching composition"

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Henney, Pamela Ann. "Acting the Author: Using Acting Techniques in Teaching Academic Writing." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1342799222.

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Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.

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Thomas, Brennan M. "Composition Studies and Teaching Anxiety: A Pilot Study of Teaching Groups and Discipline- and Program-Specific Triggers." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151207488.

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Sarr, Carla. "Rhetorical Gardening: Greening Composition." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504795919562701.

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Mouzahem, Mayssoun. "Theory and practice of teaching composition in Syrian universities." Thesis, University of Strathclyde, 1991. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21934.

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This thesis argues that there is an urgent need to reform current methods of teaching English composition to Syrian university students. It shows how current teaching methods relating to writing skills in English, especially methods seeking to develop strategies for organising information beyond the sentence level, are ineffective. Having identified shortcomings in current approaches to writing skills - and since composition is almost a neglected area in English classes in Syrian universities - this study proposes a set of detailed practical proposals for teaching English composition to Syrian university students. In doing so, it takes its directions from analysis, within the thesis, of writing problems faced by Syrian students of English. Generally, the principle underlying current methods of teaching English as a foreign language in Syria is that of a focus on providing students with knowledge of English grammar. Syrian educationalists believe this by itself is enough to produce students who are competent in writing. To find out how efficient such methods actually are, or whether they produce the results aspired to, an examination of grammatical errors in the performance of a group of Syrian students is carried out. Besides the question of the effectiveness of current methods of grammar teaching, however, this research also explores other issues, especially issues concerning strategies used for organising information at both the sentence and paragraph level. The second objective of the study, then, is to assess whether current teaching methods are successful in producing generally competent writers in English. To meet this second aim, a corpus of data is collected and analysed on the 'basis' of arguments put forward by Kintsch (1974) and Sanford and Garrod (1981). As well as investigating issues of information structure in students' writing, this analysis makes it possible to confirm or disconfirm Kaplan's Contrastive Rhetorical Hypothesis (1966), and so reflects on the broad question of crosscultural difficulties in composition that EFL students routinely face. In the light of the above findings, two types of proposal are made: recommendations regarding directions for future studies in contrastive rhetoric and error analysis, and for the teaching of writing in Syria in particular. It is suggested at the beginning of the thesis that there is an urgent need for a change in emphasis in the writing practices carried out in Syrian university classes. The thesis concludes that, instead of concentrating primarily on the teaching of grammatical rules, the communicative functions of writing need to be given more attention. Since ways of teaching writing depend on appropriate modes of assessing writing, the thesis ends with a proposed new schedule of assessment to suit the change in teaching focus outlined in the thesis. Presentation of this new model of assessment is linked to critical description of the ways in which writing is currently assessed in Syrian university classes; and suggestions for future research in assessment are offered.
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Rice, Richard Aaron. "Teaching and learning first-year composition with digital portfolios." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1239209.

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The purpose of this study was to begin to define and describe some of the complex intersections between teaching and learning first-year composition with digital portfolios, focusing on the construction, presentation, and assessment processes in one first-year composition course at Ball State University. The study employed a qualitative ethnographic methodology with case study, and used grounded theory to develop a resultant guide to code the data collected through several methods: observation, interview, survey, and artifact assessment.The resultant coding guide included the core categories "reflective immediacy," "reflexive hypermediacy," and "active remediation." With the guide findings indicate several effective "common tool" digital portfolio strategies for both teachers and learners. For teachers: introduce the digital portfolio as early in the course as possible; make connections between digital portfolios and personal pedagogical strategies; highlight rhetorical hyperlinking and constructing navigational schemes; emphasize scalability; create a sustainable support system. For learners: consider the instructor's objectives within the framework of the portfolio; synthesize writing process with course content and portfolio construction; include each component of the writing process in the portfolio.
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Larsen, Satyapan Adrienne M. "Teaching Music Composition| Perspective from a Third-Grade Teacher." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978011.

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The purpose of this study is to chronicle the experiences of an elementary music educator incorporating composition and improvisation activities into her elementary general music curriculum. I interviewed a primary music specialist with the purpose of discovering her background in teaching music. The questions focused on the teacher’s experience with music composition. After this interview, I observed the teacher in a third-grade general music composition lesson. I documented how the teacher approached the lesson and any steps she took to adapt the lesson to the needs of their students and her teaching style.

After the observation, I interviewed the teacher again to record her reactions to teaching the lesson. After coding the transcripts of the interviews and observation, four themes developed from the data: Personal Initiative, Teacher Reassurance, Student Engagement, and Teacher Improvement. The participant involved in this study received training in improvisation and reported that it had a positive effect on not only how she taught composition and improvisation, but also how comfortable she felt while teaching. As the training this teacher received was not through her teacher training program, her case may be unusual among experienced music teachers. Although this teacher was successful in teaching composition, her positive reactions to professional development indicate a desire for more training among in-service music education specialists. This study supports the idea that there is a need for more pre-service and in-service teacher training in how to teach younger students to compose.

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Prasad`, Pritha. "Teaching Within and Against: Rhetoric and Composition After Ferguson." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1560030915886502.

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Levitz, Tamara. "Teaching new classicality : Feruccio Busoni's master class in composition /." Frankfurt am Main ; Bern ; Paris : P. Lang, 1996. http://catalogue.bnf.fr/ark:/12148/cb358044115.

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Weiny, Lori Arlene. "An approach to teaching English composition in Micronesian cultures." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/510.

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Books on the topic "Teaching composition"

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1964-, Johnson T. R., ed. Teaching composition: Background readings. 3rd ed. New York, NY: Bedford/St. Martins, 2008.

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Gary, Tate, ed. Teaching composition: Twelve bibliographical essays. Fort Worth: Texas Christian University Press, 1987.

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Devono, Mike. Teaching writing with spice. [United States]: Aquinas & Krone Pub., 2008.

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Teaching writing. London: Croom Helm, 1986.

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Dance composition. 4th ed. New York: Routledge, 2001.

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Harris, Joseph. A teaching subject: Composition since 1966. Upper Saddle River, N.J: Prentice Hall, 1997.

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The concise guide to teaching composition. Upper Saddle River, N.J: Pearson/Prentice Hall, 2007.

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Adams, Katherine H., and John L. Adams. Teaching advanced composition: Why and how. Portsmouth, NH: Boynton/Cook, 1991.

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Teaching composition as a social process. Logan, Utah: Utah State University Press, 2000.

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Jensen, George H. Personality and the teaching of composition. Norwood, N.J: Ablex Pub. Corp., 1989.

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Book chapters on the topic "Teaching composition"

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Manzo, V. J. "Algorithmic Composition." In Teaching Electronic Music, 103–19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367815349-8.

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Bartholomae, David. "Postscript: Teaching Composition." In Writing on the Margins, 289–95. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-4039-8439-5_18.

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Sweeney, Bill. "On teaching composition." In Higher Education in Music in the Twenty-First Century, 170–78. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315586793-10.

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Feldman, Evan, and Ari Contzius. "Teaching Improvisation and Composition." In Instrumental Music Education, 59–69. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-5.

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Huber, Sonya, and Ioanna Opidee. "13. Teaching the Exploratory Essay as Pedagogy, Process and Project." In Creative Composition, edited by Danita Berg and Lori A. May, 129–37. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093649-016.

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Griswold, Olga, and John Edlund. "Teaching Multilingual Students in a Composition Class." In Concepts in Composition, 272–316. Third edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780203728659-8.

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Thorpe, Ryan. "Digital Composition." In Teaching Creative Writing to Second Language Learners, 214–23. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003043492-16.

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Langhorst, Connie. "17. A First-Timer’s Approach to Teaching in a Non-Traditional Setting." In Creative Composition, edited by Danita Berg and Lori A. May, 169–73. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093649-020.

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Din, Kamal Ud. "Teaching English Grammar and Composition." In Understanding English Language Teaching in EFL Context, 135–46. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003368878-10.

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Cochran, Cynthia A. "Assignments for Composition and WAC Classes." In Teaching the Annotated Bibliography, 42–92. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003214434-4.

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Conference papers on the topic "Teaching composition"

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DeNero, John, and Stephen Martinis. "Teaching composition quality at scale." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538976.

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Ivanova, Tatyana, Natalia Arzhantseva, and Diana Tyabina. "GRAMMAR APPROACH IN TEACHING WORD-COMPOSITION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0754.

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Chi, Tao, Guangpu Cao, Xiaojing Shen, and Haowei Yan. "Experiment Teaching Reform of Principle of Computer Composition." In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.30.

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Breen, Jack. "The Concept of Choice in Learning and Teaching Composition." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.61.

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This paper addresses the aspect of Composition in architecture and urban design and focuses on the meaning of choice within the design process. Through the conscious generating of visual models of choice and the stimulation of analysis of the ways in which individual design decisions are shaped, a greater insight may be achieved into the understanding of composition and the way in which this aspect may be expressed in individual designs.
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Hamer, John. "An approach to teaching design patterns using musical composition." In the 9th annual SIGCSE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008038.

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Bolshakova, S. V. "TEACHING COMPOSITION GRAPHICS DISCIPLINES AT THE FACULTY OF INFORMATICS." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2021. http://dx.doi.org/10.22250/iss.2021.2.11.

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Asanowicz, Aleksander. "Digital “serial vision” - new approach in urban composition teaching." In eCAADe 2011 : Respecting Fragile Places. eCAADe, 2011. http://dx.doi.org/10.52842/conf.ecaade.2011.716.

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Watkin Horger, Christopher. "Grading more effectively: Using online assessment in EAP university composition courses." In the International Conference on Future of Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icfte.2019.03.198.

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Qu, Jubao. "The application of research teaching mode in the teaching reform of computer composition and structure." In 2020 International Conference on Computers, Information Processing and Advanced Education (CIPAE). IEEE, 2020. http://dx.doi.org/10.1109/cipae51077.2020.00086.

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Jingwei, Zhang. "Cognition-Based Rhetorical Appeals and the Teaching of English Composition." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.174.

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Reports on the topic "Teaching composition"

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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Turner, Christine. Teaching figure drawing to adolescents within the context to [i.e. of] imaginative compositions, as a means of increasing artistic confidence and abilities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3209.

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Wright, Kirsten. Collecting Plant Phenology Data In Imperiled Oregon White Oak Ecosystems: Analysis and Recommendations for Metro. Portland State University, March 2020. http://dx.doi.org/10.15760/mem.64.

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Highly imperiled Oregon white oak ecosystems are a regional conservation priority of numerous organizations, including Oregon Metro, a regional government serving over one million people in the Portland area. Previously dominant systems in the Pacific Northwest, upland prairie and oak woodlands are now experiencing significant threat, with only 2% remaining in the Willamette Valley in small fragments (Hulse et al. 2002). These fragments are of high conservation value because of the rich biodiversity they support, including rare and endemic species, such as Delphinium leucophaeum (Oregon Department of Agriculture, 2020). Since 2010, Metro scientists and volunteers have collected phenology data on approximately 140 species of forbs and graminoids in regional oak prairie and woodlands. Phenology is the study of life-stage events in plants and animals, such as budbreak and senescence in flowering plants, and widely acknowledged as a sensitive indicator of environmental change (Parmesan 2007). Indeed, shifts in plant phenology have been observed over the last few decades as a result of climate change (Parmesan 2006). In oak systems, these changes have profound implications for plant community composition and diversity, as well as trophic interactions and general ecosystem function (Willis 2008). While the original intent of Metro’s phenology data-collection was to track long-term phenology trends, limitations in data collection methods have made such analysis difficult. Rather, these data are currently used to inform seasonal management decisions on Metro properties, such as when to collect seed for propagation and when to spray herbicide to control invasive species. Metro is now interested in fine-tuning their data-collection methods to better capture long-term phenology trends to guide future conservation strategies. Addressing the regional and global conservation issues of our time will require unprecedented collaboration. Phenology data collected on Metro properties is not only an important asset for Metro’s conservation plan, but holds potential to support broader research on a larger scale. As a leader in urban conservation, Metro is poised to make a meaningful scientific contribution by sharing phenology data with regional and national organizations. Data-sharing will benefit the common goal of conservation and create avenues for collaboration with other scientists and conservation practitioners (Rosemartin 2013). In order to support Metro’s ongoing conservation efforts in Oregon white oak systems, I have implemented a three-part master’s project. Part one of the project examines Metro’s previously collected phenology data, providing descriptive statistics and assessing the strengths and weaknesses of the methods by which the data were collected. Part two makes recommendations for improving future phenology data-collection methods, and includes recommendations for datasharing with regional and national organizations. Part three is a collection of scientific vouchers documenting key plant species in varying phases of phenology for Metro’s teaching herbarium. The purpose of these vouchers is to provide a visual tool for Metro staff and volunteers who rely on plant identification to carry out aspects of their job in plant conservation. Each component of this project addresses specific aspects of Metro’s conservation program, from day-to-day management concerns to long-term scientific inquiry.
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