Presents the theory that rhetorical modes taught in developmental writing courses parallel the process of human cognitive development. Describes the teaching strategies and competencies incorporated in a developmental writing course which proceeds sequentially from description through analysis, comparison, classification, and cause and effect. (JP)

Drawing from basic assumptions about learning and critical thinking skills, this paper suggests a teaching method for helping community college students to use their critical thinking capacity in their college courses. First, a series of assumptions commonly held by teachers about the nature of learning are presented, and contrasted with…