This article presents a course design of English 450: Theories and Methods of Argument. The course is an upper level course in the Writing concentration of B. A. in English and American Language and Literature at the University of Tennessee, Chattanooga, a metropolitan university in the South. At the 400 level, Theories and Methods of Argument is…

In "The Mis-Education of the Negro," Carter Woodson issues a mandate for a different and original program of education for African-Americans, specific to their own conditions. If educators, the author opines, are to take this mandate into consideration when designing and implementing appropriate curricula and pedagogy, then they must start paying…

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…

English 116: Freshman Seminar is, according to the college catalog, the "gateway course for North Central College's integrative curriculum. [It f]ocuses on writing, reading, and critical thinking related to a specific area of inquiry [and is t]eam-taught by faculty from English and another department. Topics vary, but emphasis is on rhetoric and…

Argues that while competence in interpretive analysis is a commonly acknowledged goal of a college education, it is rarely explicitly addressed in the curriculum. Notes that because interpretive analysis makes specific cognitive and generic demands on writers, expository writing students would benefit from both theoretical and practical training…

Suggests that part of the problem with instruction in mechanics has to do with the intuitively unappealing nature of most of the "rules" that have remained unchanged for a century. Discusses problems with current rules on the use of the apostrophe. Presents a one-page reproducible handout that summarizes a technique to teach usage of the…

Questions the role of argumentation in the college composition classroom. Studies the responses of a variety of students to three sample arguments that address the same topic. Shows that most students can correctly rank arguments, suggesting that students have a tacit knowledge of argument prior to instruction. (HB)

Examines students' accounts of meaning-making and compares those accounts to students' ideas about writing. Presents two case studies of students as they use their ideas about meaning-making while writing for a first-year composition course. Provides implications of this research for teaching writing. (HB)

Questions the ability of composition studies to empower students to resist authority. Analyzes the recent paradigm shifts within composition studies from a perspective informed by Michel Foucault. Discusses classroom design, process pedagogies, and the construction of the field of composition as bringing increased student visibility. (HB)

Integrates three perspectives on writing and frames the relationship between psychological factors that influence the writing process and writing performance. Proposes an approach to writing instruction informed by the broader issues of the psychology of thinking. Presents experimental data and numerous figures related to the topic. (HB)

Compares and contrasts two prominent theories of composition, social constructionism and expressionism. Argues that, although these two theories tend to be viewed as polar opposites, they actually share many points of connection. Shows how these two approaches can be utilized together in the composition classroom. (HB)

Questions whether teaching critical thinking skills is transferable to the task of writing, or whether critical thinking is context dependent. Demonstrates the relevance of this problem to the current composition classroom and calls for further thought, research, and experimentation concerning this issue. (HB)