Adapts a classical concept to the composition classroom in a prewriting exercise which offers a wide range of benefits. (RS)

Argues that exploratory discourse, an old but little appreciated genre, may be particularly suited for revealing and enabling the kind of thinking in matters that do not lend themselves to absolute proof. Discusses exploratory writing assignments suitable for freshman composition courses. (RS)

Offers a writing pedagogy maintaining that the content of any particular knowledge is largely a function of the language in which that content is expressed. Argues that each of the many languages available within a given language is representative of an approach to knowledge. Discusses the theoretical base for the pedagogy. Offers a sequence of…

Explores the apparent conflict in writing instruction between an emphasis on general versus local (specific) knowledge. Explains that the general knowledge focus is based upon cognitive rhetoric, whereas the local knowledge perspective comes from social theories of knowledge. Argues for a pluralistic theory of expertise which incorporates both…

Explores the use of the term "voice" in written discourse as a metaphor for "authority," a quality that distinguishes an effective writer. Proposes a "scale of negotiation" and a sequence of assignments for a 15-week term in which students gradually establish a position of authority over their texts. (RS)

Discusses the results of a survey of freshmen composition instructors which focused on how well developmental instruction meshed with instruction in the composition core. Concludes that basic writing courses should give priority to the development of thought. Provides a sample teacher questionnaire. (MM)

Argues the benefits of introducing S. I. Hayakawa's "abstraction ladder" to students. Discusses its implications for developing good writing and thinking skills and ways to use it with students. (RAE)

Presents an exercise in descriptive writing that shows how to take a subjective statement and support or deny it using a common body of factual observations. (PA)

Suggests writing instructors reconsider the way they represent to students the nature and function of thesis statements, particularly in their first-year rhetorics. Notes that the conventions of disputation and argument are increasingly challenged by the growing value various disciplines are placing on uncertainty, mediation, and exploration in…

Discusses David Kolb's four learning styles as they relate to adult learners. The four styles are the converger; the diverger; the assimilator; and the accommodator. Looks at the learning styles as they pertain to a first-year composition course. (JOW)

Notes that personal writing continues to proliferate, especially in freshman composition and basic writing courses. Argues that overemphasis on personal writing, on finding a "voice," may become exclusionary rather than liberating. Argues that it is crucial to teach students how to read, react to, and write about anything beyond the…

Relates autobiographically the author's experiences learning to write as an inventor, in the process exemplifying personal writing as a mode to be fostered in composition courses. Argues for a presentation of writing as a constant discovery and construction of knowledge rather than an accumulation of facts. (HB)

Describes the reaction of first-year composition students to a classroom performance of John Cage's 4'33" [his most (in)famous piece] and discusses the role of silence in the composing process. (NH)

Describes a three-part exercise used in a first semester freshman composition class, intended to show students the world of details in even the most ordinary, everyday objects by having students write about a plastic coffee mug. (SR)

Shows how academic discourse can be taught as a site of conflict to be examined by first-year writing students. Shows that the articulation of personal experiences and beliefs by students can be the starting point for significant learning. Concludes that educators should consider their audience of first-year students and engage them in the…