As advanced composition continues to grow as an important sub-area of rhetoric and composition, it becomes increasingly more important for scholars and teachers to have access to key studies produced in the field. Providing a comprehensive overview of significant work on the theory and pedagogy of advanced composition generated between 1980 and 1995, this collection contains 24 essays and articles previously published in major scholarly books and journals.
Divided into four major areas, this book:
* explores how individuals and institutions over the last 15 years have constructed advanced composition courses and programs,
* attempts to articulate what distinguishes advanced composition courses, students, and pedagogies from those commonly encountered in first-year composition,
* outlines specific pedagogies for advanced composition, and
* investigates how scholarship can inform advanced composition and examines several political and ethical issues.
The essays presented here chronicle composition's struggle to define and construct an appropriate writing course on the advanced level. Although these essays have clear historical value -- in that together they trace attempts to come to terms with advanced composition -- they also have implications for future work in the area. They suggest how educators might continue to draw on scholarship both within and outside of composition to investigate relevant theoretical issues and to construct effective advanced pedagogies.
Table of Contents
Contents: Introduction. G.A. Olsen, J. Drew, Landmark Essays on Advanced Composition. Part I: Historical and Institutional Perspectives. G.A. Olson, Advanced Composition. M.P. Hogan, Advanced Composition: A Survey. R. Sturm, Advanced Composition, 1980: The State of the Art. B.W. Dicks, State of the Art in Advanced Expository Writing: One Genus, Many Species. R.C. Shumaker, L. Dennis, L. Green, Advanced Exposition: A Survey of Patterns and Problems. M.L. Keene, R. Wallace, Advanced Writing Courses and Programs. Part II: Advanced Writers and Courses. CCCC, Guidelines and Directions for College Courses in Advanced Composition. W.A. Covino, Defining Advanced Composition: Contributions from the History of Rhetoric. M. Carter, What Is Advanced About Advanced Composition?: A Theory of Expertise in Writing. H.R. Ewald, What We Could Tell Advanced Student Writers About Audience. F. Mitchell, Balancing Individual Projects and Collaborative Learning in an Advanced Writing Class. A.K. Loux, R.M. Stoddart, Denial, Conflagration, Pride: Three Stages in the Development of an Advanced Writing Requirement. Part III: Curricular Content and Emphases. R.L. Larson, A Special Course in Advanced Composition for Prospective Teachers. G.A. Olson, Incorporating Sentence Combining into the Advanced Composition Class. W. Clark, Writing for Publication in an Advanced Course for Undergraduates. C. Snyder, Analyzing Classifications: Foucault for Advanced Writing. R. Rutter, Research Writing in Advanced Composition: An Essay in Definition. S. Hilligoss, Preoccupations: Private Writing and Advanced Composition. Part IV: Theoretical and Political Issues. J.J. Comprone, Recent Research in Reading and Its Implications for the College Composition Curriculum. K.H. Adams, Bringing Rhetorical Theory into the Advanced Composition Class. K. Ronald, The Politics of Teaching Professional Writing. S. Moore, M. Kleine, Toward an Ethics of Teaching Writing in a Hazardous Context: The University. R.M. Coe, Advanced Composition as Fishing Pole: Principles, Processes, Practices. J.M. Gergits, J.J. Schramer, The Collaborative Classroom as a Site of Difference.