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First Encounters with Pride and Prejudice in the Composition Classroom

First Encounters with Pride and Prejudice in the Composition Classroom This article makes a case for using Jane Austen’s Pride and Prejudice as a tool for skill-based writing instruction in the composition classroom. The novel employs prose strategies such as commonplaces and amplification that become springboards for class conversation about prose style and student writing. Additionally, the novel’s characters admit to difficulties with composition, such as language usage and organization in letter writing, that seem eerily familiar to those voiced by novice writers in a freshman writing course. Mangiavellano contends that students eagerly seek out ways the novel reminds them of their own lives, and he argues that Pride and Prejudice in the composition classroom can reflect back to students versions of their academic selves just as much as it does their personal selves. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

First Encounters with Pride and Prejudice in the Composition Classroom

Pedagogy , Volume 12 (3) – Oct 1, 2012

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References (5)

Copyright
© 2012 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-1625307
Publisher site
See Article on Publisher Site

Abstract

This article makes a case for using Jane Austen’s Pride and Prejudice as a tool for skill-based writing instruction in the composition classroom. The novel employs prose strategies such as commonplaces and amplification that become springboards for class conversation about prose style and student writing. Additionally, the novel’s characters admit to difficulties with composition, such as language usage and organization in letter writing, that seem eerily familiar to those voiced by novice writers in a freshman writing course. Mangiavellano contends that students eagerly seek out ways the novel reminds them of their own lives, and he argues that Pride and Prejudice in the composition classroom can reflect back to students versions of their academic selves just as much as it does their personal selves.

Journal

PedagogyDuke University Press

Published: Oct 1, 2012

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