Humor in the teaching of writing: A microethnographic approach
DOI:
https://doi.org/10.21283/2376905X.5.72Keywords:
HUMOR IN THE CLASSROOM, COLLEGE COMPOSITION, MICROETHNOGRAPHY, FIELDWORK, CRITICAL THINKINGAbstract
This paper presents the content of a critical thinking and writing course, along with similar courses derived from it, designed around the topic of humor and culminating in a microethnographic investigation of humor in students’ lives. The aims of the paper are threefold: to offer a general rationale for using humor in the writing classroom; to illustrate different types of potentials and dangers of such an approach; and to suggest extensions of the findings to the second-language writing classroom. The paper offers texts, writing prompts, and activities for instructors teaching classes that focus on the writing process in a first or second language.
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Copyright (c) 2016 Christian F. Hempelmann
This work is licensed under a Creative Commons Attribution 4.0 International License.