Following a brief introduction to problem-based learning (PBL) as one type of highly-engaged pedagogy, this article examines how PBL activities in a first-year writing class and an upper-level professional writing and rhetoric class led students to develop rhetorical subjectivities. We conclude that highly engaged pedagogies, like PBL, that…

This article focuses on five women's experiences "making it" as rhetoricians with children. Expanding the definition of success Michelle Ballif, Diane Davis and Roxanne Mountford set forth in "Women's Ways of Making It in Rhetoric and Composition," the article offers suggestions for moving toward more family-friendly academic structures, not least…

English 1311: Expository English Composition is the first semester course in a two-semester first-year composition (FYC) sequence. Both ENG 1311 and its second-semester counterpart, ENG 1312, are required for all students unless they have transfer credit covering this requirement or place out of one or both of the courses via the College-Level…

In this article, the author examines various publications published in 1963 in an attempt to look for relevance in a changing publication scene. The author considers Gordon Parks's reportorial photographs and accompanying personal essay, "What Their Cry Means to Me," as an act of publishing with implications for the teaching of written…

This article presents a course design of English 283: Rhetorical Theory and Applications. The course is described in the undergraduate catalogue as offering a "critical and analytical examination of the nature and historical development of rhetorical theory and its applications to contemporary discourse." The course fulfills requirements for the…

In this article, the authors use two sets of terms--"chronos/kairos" and strategy/tactic--to frame the way they tell the story or the "case" of Professional Writing and Rhetoric's (PWR's) developing identity at Elon University. In doing so, they offer to the readers a framework for identity development that is portable across contexts. The authors…

In this article, the author argues that compartmentalization in the way that writing education tends to be discussed and therefore understood in the professional discourse of rhetoric and composition should be critically examined and transcended if the field is going to lead the development of undergraduate writing majors. Any new major should be…

In this essay, the author suggests that performance studies--a large and varied body of work that takes the fluidity of self and the relationship between word and action as its central concepts--offers theories and methodologies for writing teachers to use to help students construct discoursal identities. Although the performative screen offers…

Only a few instances of empirical research examine what the students themselves think of their participation in peer review. Perhaps because peer response is practically instinctive to those who teach writing, few have felt the need to study the student perspective. Instead, studies have focused on the quality of peer comments, their effect on the…

This article presents a course design of English 4090: Collaborative Writing at Work. The course is a senior-level elective designed to reinforce students' existing knowledge of professional writing and to teach students how to apply that knowledge effectively in collaborative contexts. Here, the author focuses on the Spring 2006 class and…

In recent years, scholars and teachers in both the broad field of Composition Studies and the more specialized arena of Computers and Composition Studies have begun to recognize that the bandwidth of literacy practices and values on which their profession has focused during the last century may be overly narrow. In response, a number of educators…

As a special topics course in composition, ENEX 495: "Women, Writing, and Rhetoric" is a program elective for graduate students in the English department, English majors, Gender and Women's Studies students, and a writing-intensive elective for non-majors at The University of Montana, a doctoral granting institution located in the Rocky Mountains…

Considers the circumstances under which "basic writing" emerged both as a college course and as a field of study. Aims to map the "strange context" of discourses that have composed basic writing and to determine the strategic function of each of these discourses, including David Bartholomae's recent call for undoing basic writing programs. (PA)

Provides a course overview and a critical statement of a course for seniors (a capstone experience) at the University of North Carolina at Wilmington described as "a workshop leading to production of a senior manuscript in prose or poetry and public reading of selected work." (PA)

Presents several classroom experiences encountering Donald Barthelme's "The Indian Uprising" to suggest how this and other postmodern texts might be approached in college classrooms. (SR)