Teaching and Learning Method to Enforce Authorship in College Writing

Abstract

This paper focused on checking the concept of authorship, which is necessary in college writing class, and providing students a method on how to write in actual class. The authorship required in college writing classes is basically a characteristic required of members of the academic community, but the characteristics of the discourse community emphasized by social constructionists help us understand authorship. Furthermore, the autobiographical self, discoursal self and the possibilities for self-hood in the socio-cultural and institutional context in addition to self as author should be operational in balance to alleviate the problems developed by the lopsidedness of authorship required for academic writing aimed in college writing classes. This is a perspective that it is important in its ability to recognize the presence of authorship in learners from the start and to manifest it after seeing that the method forcing learners to study well only in accordance to the customs of academic community has limitations. We suggested two steps of a detailed learning method to accomplish this goal. First, Bakhtin’s externalization concept in activity for topic establishment was applied for learners to recognize authorship and to allow them to find the status of authorship by themselves. It is to target columns written by professional writers but on topics that are widely accessible, so that learners can find their own authorship as much as professional writers. This method allows learners to have the characteristics of a college student, a consumer, a member of the MZ generation, and a citizen and to find a favorable position to take in order for them to adopt a professional perspective. Next, this method makes learners apprehend the discourse according to presented topic and to draw the perspective of support or agreement. Afterwards, students can incorporate this opinion into their own perspective. Students will be able to examine what perspectives are revealed through issues related to mobility rights for persons with disabilities that were easily accessible to learners, and to experience the process of finding detailed perspectives, The process to experience and to find an attitude of their own is more beneficial for learners to build authorship than the perspective or insistence itself.