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Tate et al say "Multivocality is not a sign of confusion or uncertainty, but a clear signal that the teaching of writing is grounded in something beyond ... 'good' grammar and correct spelling." What is the foundation of writing instruction and why is that significant as compared to other discipline foundations?

Eda- As far as I am concerned, the foundation of writing instruction can be pedagogies. First of all according to Tate, " pedagogy is among the most commonly used, yet least defined, terms in composition studies". The term pedagogy embodies different approaches, ideas in writing, that is why, there is a diversity in pedagogy. So, Tate prefers to use this term as plural to reflect this diversity in this term. According to him, " pedagogical variety is a hallmark of our discipline". Based upon this explanations, it can be said that pedagogies are at the center of the composition studies, since, they cover more than one approach in composition studies. One of the thing pedagogies cover is the technical skills in writing such as " good grammar and correct spelling". These technical skills are significant to composition studies to produce good works. Also, these skills are related to pedagogies in composition studies, because, they are examined by using pedagogical aprroaches to teach easier how to write to students. So, it can be said that pedagogical approaches to technical skills in composition is vital to learn and teach how to write better. When it is compared to other discipline foundations, i realized that pedagogies are really important to composition studies since it embodies different approaches in this field and provide a transmission between composition studies and other disciplines.

Krystal's Response to Wendy's Question1? I am not wholly sure what the foundation of writing instruction is either. From my teaching experience, I place more emphasis on finding the writer's voice and having faith in it. The biggest struggle I have in teaching writing is convincing my students that their "voice" matters. The majority of them--I would dare say 90% or more--have little to no confidence in their writing abilities because they have been chastised for their spelling or punctuation, or other minor errors that do not interfere with the message. They are the students who, after every sentence / paragraph, ask me if they are "doing it right." I spend the better part of the fall semester teaching them to find their internal strengths and to utilize their experiences to enhance their writing. It opens the door to the spring semester when I can start targeting the grammar and language usage side of composition. By the end of the school year, the numbers flip. Instead of having 90% struggling, there are only approximately 10% that I still need to assist. The others can produce a narrative essay, a literary analysis, a persuasive essay, etc. with confidence--which is the most effective tool a writer can possess. I agree with Tate when he writes, " so essential to the effective writing teacher" (vii). Just as there is variety in writing styles, there is variety in teaching styles. Both are extremely personal and sensitive to positive and negative criticism. The strongest teachers I know understand both their strengths and weaknesses and are constantly in transition adapting their teaching as they learn new things. To be an effective teacher of writing, you must understand / know / trust yourself as a teacher and a writer. That is the foundation of writing instruction.

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