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Computing as Writing$
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Daniel Punday

Print publication date: 2015

Print ISBN-13: 9780816696994

Published to Minnesota Scholarship Online: September 2016

DOI: 10.5749/minnesota/9780816696994.001.0001

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Conclusion

Conclusion

Invention, Creativity, and the Teaching of Writing

Chapter:
(p.150) Conclusion
Source:
Computing as Writing
Author(s):

Daniel Punday

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816696994.003.0007

The conclusion returns to the issue of the teaching of writing raised in chapter 2, and advocates for an expanded understanding of what it means to help students think about themselves as writers. Too often we talk about the teaching of writing as a matter of encouraging students to embrace their ability to respond to a variety of rhetorical situations in personal, civic, and professional life. Since writing is the emblematic activity of contemporary knowledge work, the composition classroom is an ideal place to address changing attitudes towards work, creativity, and invention. More broadly, as writing becomes a model for a host of professional activities like programming, we should use these classes to help students to find a balance between the individual and the corporate, between the shared and the new, and between the professional and the personal.

Keywords:   Teaching, Writing, Students, Composition, Creativity, Work, Invention, Programming

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