Advanced Composition.Glossary of Grammatical and Rhetorical Terms


Advanced Composition.Glossary of Grammatical and Rhetorical Terms

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Advanced composition is a university-level course in expository writing beyond the first-year or level that is introductory. Also called advanced writing.

“with its broadest sense,” says Gary A. Olson, “advanced composition refers to all postsecondary writing instruction above the first-year level, including courses in technical, business, and advanced expository writing, along with classes associated with writing across the curriculum. This definition that is broad the one adopted because of the Journal of Advanced Composition in its pay for papers written early years of publication” (Encyclopedia of English Studies and Language Arts, 1994).

Examples and Observations

  • “a great many educators use the term advanced composition to refer specifically to a junior- or composition that is senior-level concerned more with writing in general than with how writing functions in particular disciplines.
    “It is unlikely that compositionists will ever reach consensus about advanced composition, nor would most teachers want some kind of monologic, universal method and course. What is certain is the fact that advanced composition keeps growing in popularity, both among students and instructors, and it remains an active part of scholarship.”? (Gary A. Olson, “Advanced Composition.” Encyclopedia of English Studies and Language Arts, ed. by Alan C. Purves. Scholastic Press, 1994)
  • “Teaching advanced composition should become more than simply a ‘harder’ freshman course. If advanced composition would be to have any viability at all, it must be founded on a theory that (1) shows how advanced composition is significantly diffent in kind from freshman composition and (2) shows how advanced composition is developmentally pertaining to composition that is freshman. The ‘harder’ approach achieves just the latter.”? (Michael Carter, “What Is Advanced About Advanced Composition?: A Theory of Expertise in Writing.” Landmark Essays on Advanced Composition, ed. by Gary A. Olson and Julie Drew. Lawrence Erlbaum, 1996)
  • “Students who enroll in advanced writing courses write with proficiency yet often count on formulas; their prose is filled with too many words and weighed down with nominalizations, passives, prepositional phrases. Their writing lacks focus, details, and a sense of audience . . .. The aim of an writing that is advanced, therefore, is always to move students from proficiency to effectiveness.”? (Elizabeth Penfield, “Freshman English/Advanced Writing: how can We Distinguish the 2?” Teaching Advanced Composition: Why andHow , ed. by Katherine H. Adams and John L. Adams. Boynton/Cook, 1991)

Sites of Contention

“My advanced composition courses currently function not merely as ‘skills’ courses but in addition as sustained inquiries into how writing functions (and has functioned) politically, socially, and economically in the world. Through writing, reading, and discussion, my students and I give attention to three ‘sites of contention’–education, technology, additionally the self–at which writing assumes particular importance. . . . Although relatively few students choose to write poetry in my current advanced composition courses, it seems for me that students’ attempts at poetic composition are considerably enriched by their integration into a sustained inquiry regarding how a number of writing actually function in the world.”? (Tim Mayers, Rewriting Craft: Composition, Creative Writing, and the Future of English. University of Pittsburgh Press, 2005)

“For most of my first eleven years at Oregon State University–the years during which I taught both first-year and advanced composition–I wrote identical course descriptions for those two composition classes. The basic structure for the syllabi for the two classes was also similar, as were the assignments. And I also used the text that is same well . . .. Students in advanced composition wrote longer essays than first-year students, but that has been the difference that is primary the 2 courses.

“The syllabus for my fall term 1995 advanced composition class . . . Raises issues that are new. The text that follows begins with all the second paragraph associated with the course overview:

In this class we will discuss questions such as these as we work together to become more efficient, self-confident, and self-conscious writers. As it is the actual situation with composition classes that are most, we shall function as a writing workshop–talking in regards to the writing process, working collaboratively on operate in progress. But we will also inquire together about what is at stake as soon as we write: we will explore, simply put, the tensions that inevitably result when we wish to express our ideas, to claim a place for ourselves, in in accordance with communities which could or may not share our assumptions and conventions. And we’ll think about the implications of those explorations for such concepts that are rhetorical voice and ethos.”

(Lisa S. Ede, Situating Composition: Composition Studies in addition to Politics of Location. Southern Illinois University Press, 2004)


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