Via interview data focused on instructor practices and values, this study sought to describe some of what performing and visual arts instructors do at the university level to effectively teach disciplinary values through writing. The study's research goals explored how relationships to writing process in visual and performing arts support…

This article examines ways in which the fundamentals of both writing studies and sustainability studies overlap and complement each other, ultimately moving toward a theory of writing that not only is sustainable, but that also sustains writing practice across a variety of areas. For example, in order to be sustainable, both writing and…

While plagiarism is often viewed in terms of ethical binaries, scholars in composition studies have recognized plagiarism as part of literacy practices governing identity construction. In this light, what is at stake is how writers construct identity by positioning stance-claims according to the standards of respective discourse communities. For…

In this study we examine how university plagiarism policies interact with international graduate students' academic writing in English as they develop identities as authors and students. The study is informed by the sociocultural theoretical perspective [Vygotsky, L. (1978). "Mind in society: The development of higher mental processes." Cambridge,…

Composition classrooms are the place to talk specifically about the rhetoricity of writing in academic disciplines. Students can use personal experiences to understand what it means to see themselves as aggressive or passive participants of various institutions. Too often students do not understand themselves as having any authority, but are…

John Swales, well-known proponent and definer of genre theory, sees the writing process as recursive as well as heuristic, emphasizing that the text is created by a writer, who is a member of a discourse community, influenced by that community's traditions, discourse conventions, textual and topic requirements and constraints. Debate among genre…

An examination of the transformations that the concept of genius undergoes when viewed through the apparently incommensurable expressivistic and social views of composing helps to reconcile phenomenologically objective descriptions of composing with value-laden descriptions of the self in the act of writing. When the description of composition is…

The concept of genre should not be limited to literary genres, but should be expanded to include all types of texts, including those traditionally considered to be nonliterary. Essentially, many things about writing work the way they do because of genre, and a better understanding of genre can give us a better understanding of writing, reading and…

It is necessary to continue efforts to adapt the composition curriculum to the diverse needs of the student population. The writing process, even if seen as recursive, varies from student to student and from situation to situation. Students must also be shown that the very conventions and forms of academic writing are culturally situated. The…

Currently, university composition programs are experimenting with the delivery of online writing courses, without the component of face-to-face interaction. To assess the efficacy of this delivery medium, a study compared two groups of undergraduate students in a course on argumentative writing taught by the same instructor: one group taking the…

Assigned to teach a freshman composition course with a history and reading co-requisite, a New York college instructor developed a course in which students would begin to see history--through their reading, writing, and thinking--as a series of events intricately connected with their own lives and ways of looking at the world, rather than…