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Welsch, Kathleen A. – 1991
A close reading of two nineteenth-century composition textbook prefaces reveals that teachers of that period attempted to rename and refocus the content and practice of composition to meet the imagined needs of real students, who were also frustrated and struggling. From the perspective of a twentieth-century composition teacher, William Swinton's…
Descriptors: Educational History, Higher Education, Rhetorical Theory, Textbooks
