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 over the first-year level, including courses in technical, business, and advanced expository writing, as well as classes associated with writing over the curriculum. This broad definition was usually the one adopted by the Journal of Advanced Composition with its early several years of publication” (Encyclopedia of English Studies and Language Arts, 1994).

Examples and Observations

  • “an excellent many educators use the term advanced composition to mention specifically to a junior- or composition that is senior-level concerned more with writing as a whole than with how writing functions in particular disciplines.
    “It is unlikely that compositionists is ever going to reach consensus about advanced composition, nor would most teachers want some type of monologic, universal method and course. What is certain is the fact that advanced composition continues to grow in popularity, both among students and instructors, and it also remains an active section 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 be more than simply a ‘harder’ freshman course. If advanced composition would be to have any viability after all, it must be founded on a theory that (1) shows how advanced composition differs from the others in kind from freshman composition and (2) shows how advanced composition is developmentally related to freshman composition. The ‘harder’ approach achieves only the this is certainly 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 rely 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 advanced writing course, therefore, is always to move places to type papers online students from proficiency to effectiveness.”? (Elizabeth Penfield, “Freshman English/Advanced Writing: Just 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 only as ‘skills’ courses but additionally as sustained inquiries into how functions that are writingand has functioned) politically, socially, and economically in the field. Through writing, reading, and discussion, my students and I focus on three ‘sites of contention’–education, technology, in addition to self–at which writing assumes particular importance. . . . Although relatively few students choose to write poetry during my current composition that is advanced, it appears to me that students’ attempts at poetic composition are considerably enriched by their integration into a sustained inquiry on how all sorts of writing actually function in the field.”? (Tim Mayers, Rewriting Craft: Composition, Creative Writing, while the Future of English. University of Pittsburgh Press, 2005)

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

“The syllabus for my fall term 1995 advanced composition class . . . raises new issues. The writing that follows begins with the paragraph that is second of course overview:

In this class we shall discuss questions such as for instance these once we come together to be far better, self-confident, and writers that are self-conscious. As is the truth with most composition classes, we are going to function as a writing workshop–talking in regards to the writing process, working collaboratively on work with progress. But we are going to also inquire together by what are at stake whenever we write: we’re going to explore, easily put, the tensions that inevitably result whenever we need to express our ideas, to claim a space for ourselves, in and with communities that could or may not share our assumptions and conventions. And we’ll think about the implications of the explorations for such rhetorical concepts as voice and ethos.”

(Lisa S. Ede, Situating Composition: Composition Studies and the Politics of Location. Southern Illinois University Press, 2004)

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