144:
strengthen the field of composition. She implies that composition studies are marginalized within the university because of the view of the first-year composition course as a skill course. Removing the requirement, she states, would remove the association of composition studies with introductory courses, giving more acknowledgement to the field. Crowley's opinion initiated a debate in the composition field, but she is not the only critic who advocates for the removal of this requirement. Scholars
Douglas Downs and Elizabeth Wardle also dislike the requirement and instead argue for a writing studies curriculum.
136:. This debate centers around how effective the first-year composition course is and the changes that need to be made to develop the field of composition. While most schools do require some form of the first-year composition course, there are some schools that have decided to abolish the first-year composition requirement; on the other hand, some have suggested that the first-year composition course be replaced with a course that emphasizes writing within one's own discipline.
289:
280:
draft. After first-year composition students will have learned strategies for the skills. Before submitting a final successful draft students would complete multiple drafts. Through the use of process pedagogy, the students' own writing acts as a text for the class which they use and learn from in order to become better writers. Some critics suggest that students will have trouble applying the skills they learned to other contexts.
22:
258:
the view that students should learn to identify elements of writing—style and conventions, for example—which denote its usefulness in a given setting as genre elements and know when to use them appropriately. Another form of genre pedagogy involves evaluating the characteristics of given genres, including the sensibilities they instantiate and which individuals or perspectives are excluded by them.
44:) is an introductory core curriculum writing course in US colleges and universities. This course focuses on improving students' abilities to write in a university setting and introduces students to writing practices in the disciplines and professions. These courses are traditionally required of incoming students, thus the previous name, "Freshman Composition." Scholars working within the field of
156:
discussions between students that arise from it, the overall importance critical analysis of text holds, how to use outside factors like audience and purpose to better understand their writing, learning how to create informed writing that includes all societal groups, not just one, and it helps students understand the ethical requirements that comes when researching and writing new information.
267:
a variety of literary conversations. In this approach, literature provides learners with a plethora of opportunities for the development of writing skills including topics for debates, arguments, discussions, and general exploration of humanity. Discourses for discovery with this methodology are inclusive of gender, race, ethnicity, culture, feminism, social issues, politics, and religion.
297:
skills and including multimedia has become more common in academia. Traditional research papers assigned to students have been on a decline since the 2000s, a survey from 2009 shows that 6% of research writing in first-year composition were traditional research papers while 94% were an alternative take.
296:
The original purpose of assigning research papers in first-year composition was to assist students in developing research skills. Along with these skills came the emphasis of learning to incorporate sources to strengthen a paper's thesis. In recent years, a shift towards teaching information literacy
266:
Literature and composition, as an approach to teaching, is premised upon the integration of literature as the content for a composition course. Literature is strategically threaded through the writing course providing learners with in-depth comprehensive information, empowering their contribution to
220:
According to Brian Sutton in "Writing in the
Disciplines, First-Year Composition, and the Research Paper", since 1980, there has been an increasing debate in academic circles as to whether the "generic" approach to writing in first year composition is useful for students whose future writing will be
155:
Some universities, such as Rowan
University in a 2023 entry on the university's website, do believe that continuing to teach and utilize the first-year composition program holds several valuable benefits for students to learn such as the social aspects that come with both reading and writing and the
147:
Other scholars such as David Smit disagree, arguing that the first-year composition requirement remain and that the course's curriculum and structure be altered for improvement. Smit explains that many of the developmental goals of those who favor abolishing the requirement can still be achieved by
257:
Genre pedagogy is meant to focus the student's attention on the purpose of a given piece of text, through the lens of genre. Some perspectives favor instruction on the specific traits of a given established genre, particularly for those who are learning
English as a second language. Others espouse
159:
There has been no consensus reached in composition studies regarding the status of the first-year composition course requirement. The benefits of the course, as well as the drawbacks, continue to be debated and the scholars noted above are only a few of the voices and perspectives involved in this
143:
argue that this requirement should be abolished. Crowley does not suggest the course itself be removed, only the requirement that all freshmen take the course. She states that students would still be interested in the course if the requirement was abolished and that removing the requirement would
279:
pedagogy utilizes classroom time by discussing the entire writing process. A class that implements process pedagogy aims to improve students' skills as writers by working in one or more groups on brainstorming, revising, proofreading, and "workshopping" students' work before they submit a final
123:
Since the late nineteenth century, college courses on composition have become increasingly common in
American higher education. The German model of "rigorous 'scientific' philology and historical criticism" influenced instruction that caused the research paper to become a staple in first-year
98:
to their writing processes. This rhetorical approach has shown that real writing, rather than existing as isolated modes, has more to do with a writer choosing from among many approaches to perform rhetorical tasks. In addition to a focus on rhetoric, many first year composition courses also
177:, and the process of writing an academic paper. There is no standard curriculum for first-year composition established at the national level. Curriculum is developed at other levels by individual states, institutions, departments, and writing programs.
313:
Dieterle, Brandy & Vie, Stephanie. (2015). Digital First-Year
Composition: Integrating Multimodality into a Writing about Writing Approach. Journal of Global Literacies, Technologies, and Emerging Pedagogies. 3. 276-289.
152:" progression of discipline writing. If this was done, he suggests, the concerns over the status of composition studies in the university would still be solved, as the course would no longer be seen as skills based.
168:
First-year composition is designed to meet the goals for successful completion set forth by the
Council of Writing Program Administrators. To reach these goals, students must learn rhetorical conventions,
51:
FYC courses are structured in a variety of ways. Some institutions of higher education require only one term of FYC, while others require two or three courses. There are a number of identifiable
237:
is a division of composition studies that strives to bring disadvantaged students entering college to a more complete understanding of the rhetorical aspects of the writing process.
25:
With the development of digital technologies, student writing has evolved in first-year composition courses to take on many forms beyond words on paper and include digital genres.
820:
Reiff, Mary Jo; Bawarshi, Anis (2011). "Tracing
Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition".
355:
Bunn, Mike. "How to Read Like a Writer". Writing Spaces: Readings on
Writing, vol. 2, Edited by Charles Lowe and Pavel Zemliansky, Parlor Press, 2011, pp. 71-86
754:
Harrington, Susanmarie; Malencyzk, Rita; Peckham, Irv; Rhodes, Keith; Yancey, Kathleen Blake (2001). "WPA Outcomes
Statement for First-Year Composition".
245:
There are a number of different composition theories and pedagogies that educators use to teach first-year composition. The second edition of
60:
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composition. Although a longstanding course offering at many colleges, first-year composition remains controversial and marginalized.
56:
738:
612:"WPA Outcomes Statement for First-Year Composition (3.0), Approved July 17, 2014 | Council of Writing Program Administrators"
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Teaching About Writing, Righting Misconceptions: (Re)Envisioning 'First-Year Composition' as 'Introduction to Writing Studies
249:
identifies 17 different composition pedagogies, a few of which that relate to first-year composition are summarized below:
890:
Perryman-Clark, Staci. "Writing, Rhetoric and American Cultures (WRA) 125 – Writing: the Ethnic and Racial Experience."
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discussion. Despite the debate about the requirement, it remains in effect at a majority of US colleges universities.
412:
988:
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Spier, Troy E. (2021). "Basic/Developmental Writing Course Descriptions: A Study in Critical Corpus Stylistics".
909:
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into their composition classrooms. In doing this, composition instructors have placed more emphasis on teaching
292:
The research method is a major factor of the research skills taught throughout the researched writing approach
276:
68:
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527:"Literacy, Curriculum, and Pedagogies: Considerations for Anthropologists Teaching First-Year Composition"
48:
often have teaching first-year composition (FYC) courses as the practical focus of their scholarly work.
382:
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offering more writing experiences. He proposes more genre writing in composition courses with a "
95:
91:
86:, often focus on a rhetorical approach to help students learn how to apply an understanding of
103:, and students are encouraged to interact with classmates and receive feedback to be used for
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Sutton, Brian. "Writing in the Disciplines, First-Year Composition, and the Research Paper."
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Writing in the crossroads : examining first-year composition and creative writing
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486:"Anthropology and Writing Pedagogy : Why Anthropologists should Teach Writing"
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Composition professionals, including those with degrees in Writing Studies and
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Introductory core curriculum writing course in US colleges and universities
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Carbondale and Edwardsville, IL: Southern Illinois University Press, 1991.
601:. Carbondale: Southern Illinois University Press, 2004. pg 183–85. Print.
502:
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733:(Second ed.). New York: Oxford University Press. pp. 163–176.
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Concepts in Composition: Theory and Practice in the Teaching of Writing.
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The requirement for a first-year composition course has been debated in
75:(WAW). Each of these pedagogies can generate a multitude of curricula.
783:
413:"Writing in the Academic Disciplines, 1870–1990: A Curricular History"
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569:. Pittsburgh: University of Pittsburgh Press, 1998. p. 241–43. Print.
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Holbrook, Sue Ellen. "Women's Work: The Feminizing of Composition."
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588:. College Composition and Communication. 58.4 (2007) 552–584. Web.
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Composition in the University: Historical and Polemical Essays,
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Composition in the University: Historical and Polemical Essays
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Composition in the University: Historical and Polemical Essays
385:." Conference on College Composition and Communication, 2007.
214:
206:
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Donald M. Murray, "Teach Writing as a Process Not Product"
342:
Lauer, Janice. "Composition Studies: Dappled Discipline."
929:"The Five Core Values of the First-Year Writing Program"
809:. New York: Oxford University Press. pp. 212–230.
718:. New York: Oxford University Press. pp. 146–162.
180:
372:, 2nd ed., ed. Victor Villanueva, Urbana: NCTE, 2003.
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are a common way of assessing revised student work.
703:. New York: Oxford University Press. pp. v–vi.
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Mahweh, NJ: Lawrence Erlbaum Associates, 2003. p 6.
401:. Pittsburgh, University of Pittsburgh Press: 1998.
807:A Guide to Composition Pedagogies, Second Edition
716:A Guide to Composition Pedagogies, Second Edition
701:A Guide to Composition Pedagogies, Second Edition
665:." National Council of Teachers of English. 2009.
383:Principles and Practices in Electronic Portfolios
193:in 1971, English departments began incorporating
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325:Essay on the Value of First-year Writing Courses
164:Structure of contemporary first-year composition
127:
459:Textual Carnivals: The Politics of Composition.
217:), and teaching Kinneavy's modes of discourse.
525:Spier, Troy E.; Pytleski, Patricia D. (2022).
905:Outcomes Statement for First-Year Composition
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107:. These practices can take the form of essay
650:Language and Learning Across the Disciplines
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411:Farris, Christine; Russell, David (1992).
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139:Some scholars, such as Sharon Crowley in
910:Purdue University First Year Composition
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661:Otte, George, and Rebecca Mlynarczyk. "
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867:(Thesis). University of Louisville.
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181:First-year composition and rhetoric
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128:First-year requirement debate
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894:37.2 (Fall 2009): 115–134.
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262:Literature and composition
118:
863:Schweitzer, Leah (2004).
484:Durba, Chattaraj (2020).
370:Cross-Talk in Comp Theory
368:(November 1972), rpt. in
834:10.1177/0741088311410183
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185:With the publication of
677:Language. Text. Society
205:'s rhetorical appeals (
989:Composition (language)
652:2.1 (1997) 46–57. Web.
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275:As the name suggests,
30:First-year composition
26:
822:Written Communication
805:Anson, Chris (2014).
544:10.22582/ta.v11i2.659
531:Teaching Anthropology
490:Teaching Anthropology
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221:discipline specific.
73:Writing about Writing
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714:Devitt, Amy (2014).
663:Brief: Basic Writing
503:10.22582/ta.v9i1.475
175:information literacy
38:freshman composition
32:(sometimes known as
892:Composition Studies
729:Tate, Gary (2014).
699:Tate, Gary (2014).
474:9(2) 1991: 201–229.
229:First described by
191:Theory of Discourse
134:composition studies
71:, post-process and
57:current-traditional
46:composition studies
346:3.1 (1984): 20-28.
294:
284:Researched writing
34:first-year writing
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954:"design_research"
874:10.18297/etd/1285
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397:Crowley, Sharon.
199:audience analysis
171:critical thinking
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84:Composition
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301:References
241:Approaches
113:Portfolios
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