[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598553-105":59,"doc-detail-598553-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-cea-forum-summerfall-2011-music-in-the-first-year-writing-classroom","THE CEA FORUM - Summer/Fall 2011 - Music in the First-Year Writing Classroom","","A first-year writing curriculum is presented that replaces reliance on secondary research with archive-based primary-source investigation. The author draws on Lynée Lewis Gaillet’s critique of traditional composition practices, arguing that students often enter college believing writing is synonymous with extensive research and template-driven organization. The proposed music-centered approach aims to build critical thinking, strengthen active listening, and help students develop descriptive writing that supports originality, sincerity, and an individual voice through personal essays, researched arguments, and journalistic music reviews.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-summerfall-2011-music-in-the-first-year-writing-classroom/598553/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-summerfall-2011-music-in-the-first-year-writing-classroom/598553.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What critique of traditional composition does the author highlight?","Question",{"text":112,"@type":113},"The author references Lynée Lewis Gaillet’s critique that composition curricula overemphasize secondary research and often undervalue primary source work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the proposed course change students’ expectations about writing?",{"text":117,"@type":113},"The course aims to subvert students’ assumptions that writing depends on templates and secondary sources, reducing reliance on formulas while fostering confidence in students’ own ideas.",{"name":119,"@type":110,"acceptedAnswer":120},"What assignments are included in the one-semester curriculum?",{"text":121,"@type":113},"Students complete three writing cycles: a personal essay, a researched argument, and a journalistic music review based on a live concert or a recently released album.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598553,1792209028,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","THE CEA FORUM  \nSummer/Fall 2011  \nMusic in the First-Year Writing Classroom  \nScott Strovas  \nClaremont Graduate University  \n“Primary research counts, but we don’t teach it.” This was the sentiment, if these were not the actual words, of Lynée Lewis Gaillet in her critique of the traditional composition curriculum atthe spring 2011 annual meeting of the College English Association in St. Petersburg (“Everyday Archives”) . Gaillet proposes an alternative to furthering students’ sometimes unnecessary reliance on secondary research. In her own course, she sends students not into library stacks or electronic databases to begin their writing projects, but rather to special collections and archives. Her approach teaches students sincerity, originality, and independence in their writing. By situating her course within primary source investigation, Gaillet aspires to train “scholars who have something original, interesting, and pointed to add to academic conversations”(“Extending the Vertical” 2) .  \nGaillet’s presentation was both affirming and disconcerting for me. As a musicologist, I was troubled slightly by the notion that working closely with primary source materials is either overlooked or underemphasized in a large number of composition programs. [1] Nearly all academic fields, including music, require primary source analysis whether this analysis is a statistical account of data, a close reading of a novel, or, in music, the examination of a score or recording. It seems natural to me, then, that students progress in their general education  \nTHE CEA FORUM  \nSummer/Fall 2011  \ncurriculums from composition to literature courses having learned to make observations from, write in detail about, and explore the implications of primary sources. Nevertheless, as Gaillet makes clear, student engagement in primary research is not always an objective of composition curriculums.  \nFrom my own experience in the first-year composition classroom, I have observed that students enter college with a number of preconceptions concerning writing. They have been taught that college writing is about extensive research, that “good writing” always uses sources, and that a research paper is simply the collection and reorganization of other writers’ work. As Gaillet observes, students are trained in secondary research beginning in elementary school (“Everyday Archives”) . Secondary education also emphasizes certain writing formulas over indepth reasoning, and new college students continue to focus on conforming to models such as the five-paragraph form rather than developing their own critical thinking skills. As a result, many students have lost the confidence to write without relying on other people’s ideas and preexisting organizational templates.  \nThus, Gaillet’s argument for the use of archive research in the composition classroom resonates with my own music-centered approach to the first-year writing curriculum. In my course, I seek immediately to subvert students’ expectations about the writing process, lessen their dependence on writing formulas and bad research habits, and foster their confidence in their own ideas. As a writing instructor trained not in rhetoric or composition, but in the writing conventions of musicology, I have found music to be a useful course topic in advancing more important writing objectives such as learning to think critically and to engage primary source materials effectively. Writing about music reinforces the importance of writing descriptively,  \nTHE CEA FORUM  \nSummer/Fall 2011  \nwhich in turn empowers students to trust in their own perceptions and develop an individual writing voice.  \nThis article briefly outlines a music-based writing curriculum and presents the first assignment of the course, focusing on the ways that it engages the objectives above. I will also demonstrate how I teach the skill of active listening early in the semester. I analyze two performances of a single song to show how different mus","cbCaijg7jiHq8xN8","https://ap.wps.com/l/cbCaijg7jiHq8xN8","pdf",454286,"English","# Music in the First-Year Writing Classroom\n## Primary research and composition pedagogy\n## Student expectations and secondary research habits\n## Music-centered objectives and course overview\n## Three writing cycles and assignments\n## First writing cycle (Appendix 1)","[{\"question\":\"What critique of traditional composition does the author highlight?\",\"answer\":\"The author references Lynée Lewis Gaillet’s critique that composition curricula overemphasize secondary research and often undervalue primary source work.\"},{\"question\":\"How does the proposed course change students’ expectations about writing?\",\"answer\":\"The course aims to subvert students’ assumptions that writing depends on templates and secondary sources, reducing reliance on formulas while fostering confidence in students’ own ideas.\"},{\"question\":\"What assignments are included in the one-semester curriculum?\",\"answer\":\"Students complete three writing cycles: a personal essay, a researched argument, and a journalistic music review based on a live concert or a recently released album.\"}]","THE CEA FORUM - Summer/Fall 2011 - Music in the First-Year Writing Classroom | PDF",1792087144,48]