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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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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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Sullivan, Patrick; Zhang, Yufeng; Zheng, Fenglan – College Composition and Communication, 2012
This article is a pragmatic, classroom-focused conversation about the teaching of writing among three teachers living in the United States and China, separated by many thousands of miles and many centuries of tradition and culture. Our focus here is on classroom concerns: actual student writing, assignment design, and assessment. We seek to…
Descriptors: Foreign Countries, Writing Instruction, College Instruction, Writing Teachers
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Reid, E. Shelley – College Composition and Communication, 2009
While writing pedagogy instructors assign their students a range of writing tasks, often as central or repeated features of the course, a crucial question has not yet been addressed: does it matter what new teachers write? If pedagogy students are being assigned writing in part to further develop their attitudes and practices related to teaching…
Descriptors: Writing Assignments, Writing Processes, Writing Teachers, Writing Instruction
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Danielewicz, Jane; Elbow, Peter – College Composition and Communication, 2009
Contract grading has achieved some prominence in our field as a practice associated with critical pedagogy. In this context we describe a hybrid grading contract where students earn a course grade of B based not on our evaluation of their writing quality but solely on their completion of the specified activities. The contract lists activities…
Descriptors: Feedback (Response), Critical Theory, Grading, Instructional Improvement