Scholars and teachers within the field of composition have long heralded the merits of reflective writing. Whether written intermittently throughout a course or near the end (typically in the genre of portfolio cover letter), reflective writing assignments are thought to promote cognitive development by helping students become more aware of their…

The author reports on and analyzes the inclusion of parody in her sequence of assignments for a graduate composition theory seminar. She contends that having students write parodies of particular theorists and theoretical camps enables them to gain critical leverage that they might not otherwise obtain on a field (in this case, composition…

Many students occupy a minimal space between the profession of composition studies and larger social and institutional constructions of composition, writing, and literacy. For most people outside the field, writing is viewed as a set of skills, rather than a substantive area of study. If students would only learn the rules--and if composition…

Considers the problems with ranking students' written work and some of the benefits of evaluating. Argues that teachers should do less ranking and more evaluation. Discusses the limits of evaluation. Asks teachers to foster a "liking" for their students' writing. (HB)

Illustrates how significant numbers of college students are "lost": they are unsituated in academic space. Suggests a rigorous exploration of the changing academic space outside of school offices and off campuses. Presents 4 assignments that provide a conceptual place (a topic) while also prompting students to make meaning out of the people-places…

Students in college writing courses need to understand world issues, including the oppressive effects of the global economy. But their teachers need to give them a sense of agency and authority, rather than simply telling them what political positions to take. One example of a writing assignment that might engage as well as inform students…

Explains specific writing strategies that teachers from other disciplines have used effectively in their classes. Describes the interdisciplinary project from which these strategies evolved. Focuses on designing writing assignments linked to course objectives and responding to student writing for its value as discovery learning. (RL)

Provides a model unit of study for the use of legal cases in writing courses. Shares reasons for the success of this approach. (TB)

Argues in favor of teaching thesis and the forms of exposition by means of assignments such as personal narrative, autobiography, and observation out of direct experience. Describes one such assignment. (RL)