In this article, we detail our findings from a case study of three instructors as they newly implemented service-learning pedagogies into their first year writing classes. Drawing on the instructors' perspectives as part of a larger programmatic assessment, we demonstrate that a service-learning curriculum can broadly foster learning outcomes for…

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…

English 1311: Expository English Composition is the first semester course in a two-semester first-year composition (FYC) sequence. Both ENG 1311 and its second-semester counterpart, ENG 1312, are required for all students unless they have transfer credit covering this requirement or place out of one or both of the courses via the College-Level…

Considers how theories of writing grounded in cultural studies and ethnographic writing have explicitly taken up questions of writing students' relations to cultures and communities outside the academy. Considers disciplinary influences in ethnographic writing. Discusses the reenvisioning of the politics of postmodern ethnography. (SG)

In this essay, the author suggests that performance studies--a large and varied body of work that takes the fluidity of self and the relationship between word and action as its central concepts--offers theories and methodologies for writing teachers to use to help students construct discoursal identities. Although the performative screen offers…

Considers how over 10 years of teaching first-year composition, more than two-thirds of the authors' students have elected to write about things that have caused them sorrow, about the deaths of loved ones, about the deaths of neighbors, even of hope itself. Composes a set of "meditations" - brief essays in which the authors try to understand…

Considers how effective teacher feedback increases students' awareness of the choices they make in a piece of writing and enables them to discuss those choices with others. Describes the Comment to Comment assignment, an asynchronous written collaboration between teacher and student. Discusses the process of trial and error that the author went…