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Peter Wayne Moe – College Composition and Communication, 2018
Epideictic rhetoric reifies and reshapes the shared values of a community, and in this article, I reread William E. Coles Jr.'s "The Plural I" as showing forth a classroom built upon epideictic rhetoric, his own epideictic pedagogy asking that teachers of writing engage student work not expecting to be persuaded but as observers of…
Descriptors: Writing Instruction, Writing Teachers, Teacher Expectations of Students, Rhetoric
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Gallagher, Jamey – Journal of College Reading and Learning, 2020
This article argues that writing teachers should allow, and even encourage, students to code-mesh in community college classrooms. By looking at and analyzing code-meshed writing produced by three students in an English 101 class, the author argues that code-meshing provides students with both a craft-wise approach to writing and a way to address…
Descriptors: Code Switching (Language), Community Colleges, Writing Instruction, Writing Teachers
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Anne-Marie Womack – College Composition and Communication, 2017
This article theorizes teaching as accommodation and argues for a centering of disability in writing pedagogy. It examines how universal design can improve composition classrooms, applying inclusive principles to the syllabus in particular. In this article, the author takes up these intersecting issues: academic accommodations, disability, and…
Descriptors: Students with Disabilities, Academic Accommodations (Disabilities), Writing Instruction, Writing (Composition)
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Batchelor, Katherine E.; King, April – Journal of Adolescent & Adult Literacy, 2014
This article shares two National Writing Project Teacher Consultants' interest in examining student engagement in writing flash fiction using mentor texts. Our two-week unit centered on two high school freshmen classes (one class identified as "at-risk" and another class identified as "college prep"), and we found the use…
Descriptors: Consultants, Writing Teachers, Writing Instruction, Learner Engagement
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Kimball, Elizabeth; Schnee, Emily; Schwabe, Liesl – Composition Studies, 2015
This essay explores the influence of the discourse and practices of the learning outcomes assessment (LOA) movement on three composition instructors' assignments and assessments. While outcomes assessment by itself can be a useful tool, it cannot be separated from the exigency that compels it, in which educational practices must be defended…
Descriptors: College Outcomes Assessment, Outcomes of Education, Writing (Composition), Writing Instruction
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Burnes, Theodore R. – Journal of Gay & Lesbian Issues in Education, 2007
How do writing teachers use technology to help students learn about lesbian, gay, and bisexual (LGB) issues? What is the nature of writing students' learning about LGB sexual orientations and academic writing when the Internet is used as a learning tool? Participants completed a questionnaire in which they reflected on a writing assignment…
Descriptors: Homosexuality, Writing Assignments, Sexual Orientation, Reference Materials
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Rose, Jeanne Marie – Composition Forum, 2005
In this essay, the author suggests that recent developments in English studies and popular culture create an opportune moment for writing teachers to welcome such literature in composition curricula. The author describes how studying stories by John Edgar Wideman enabled first-year composition students to engage political and interpersonal issues…
Descriptors: Writing Instruction, Writing Teachers, Literature, English