Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum

By Alice Robertson; Barbara Smith | Go to book overview

ESSAY 20
Case Studies in the Writing Classroom
Theory and Practice
MICHAEL BERNARD-DONALS

I attended a conference on college teaching in May of 1995 at which Rita Silverman, a professor of teacher education at Pace University, gave a workshop on case-based learning. When I was asked if I would attend, I demurred. I was skeptical of a case-based approach for a number of reasons. As an English professor teaching writing at the undergraduate and graduate level, I felt pretty sure that I was already providing my students with ways to produce and critique, rather than simply receive, knowledge. Moreover, I associated case-based learning not only with schools of education but also with law and medicine, postsecondary schools that had traditionally been associated with the lecture, the one-way street in which students learned and teachers taught, schools in which case-based learning was a much more radical departure from tradition than it would be for a compositionist whose field had, for the last thirty-five years, been looking for ways to engage students in actively participating in the construction and critique of new knowledge.

The workshop convinced me, however, that case-based learning could be useful in writing courses not because it is so well suited to such courses but because it lays bare some rhetorical problems of constuctivist writing pedagogies. Because case studies are so focused upon solving problems—because “it raises questions and provokes action on the part of the participants” 1—but not necessarily upon how the discursive/rhetorical situations and the writing of the participants in the case are involved in the solution, case-based learning nicely points up the distance between what individuals know, what individuals say, and what individuals do. What I found, in writing a number of cases and using them

-337-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 362

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.