Abstract
Composition pedagogy has typically employed traditional academic texts in the instruction of first-year writing courses. In this article, three first-year writing instructors reflect on their experiences employing popular culture artifacts in lieu of more traditional academic texts in writing classrooms at a small, private, historically black institution (HBCU). By retrospectively analyzing the intersections between theory and practice, the instructors’ autoethnographic reflections explore the utility of popular culture artifacts as tools for teaching and learning writing, with an emphasis on rhetorical knowledge and transfer. Though preliminary, their conclusions point to the potential of popular culture for integration into traditional best practices in first-year writing pedagogy.
Recommended Citation
Howson, Emily; Massenburg, Chris; and Shelton, Cecilia
(2016)
"Reflections on Building a Popular Writing Course,"
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy: Vol. 3:
Iss.
1, Article 3.
Available at:
https://digitalcommons.unl.edu/dialogue/vol3/iss1/3
Included in
American Popular Culture Commons, Creative Writing Commons, Critical and Cultural Studies Commons, Curriculum and Social Inquiry Commons, English Language and Literature Commons, Humane Education Commons, Scholarship of Teaching and Learning Commons