Evolutionary Trends in Writing Pedagogy

An Early 21st Century View

Authors

  • Martha C. Pennington City University of Hong Kong

DOI:

https://doi.org/10.1558/wap.v5i1.1

Keywords:

methodologies, teachers, writing pedagogy

Abstract

This editorial offers a snapshot view of current trends in writing pedagogy, with the intention of raising awareness of some substantial changes taking place in methodologies, student populations, and teachers of writing. These changes, which are not revolutionary in nature but rather represent evolutionary trends, are nonetheless fairly dramatic in terms of (1) shifting the center of gravity of the field away from the United States and the teaching of writing to native speakers of English; (2) bifurcating the field into schools with different orientations to written texts and different methodologies for research and teaching; (3) disarticulating writing from reading; (4) raising issues of author identity and ownership of texts; and (5) potentially lowering the status and quality of the teaching of writing.

Author Biography

Martha C. Pennington, City University of Hong Kong

Martha C. Pennington is the editor of Writing and Pedagogy.

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Published

2013-05-30

How to Cite

Pennington, M. C. (2013). Evolutionary Trends in Writing Pedagogy: An Early 21st Century View. Writing and Pedagogy, 5(1), 1-22. https://doi.org/10.1558/wap.v5i1.1

Issue

Section

Editorial