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Advanced composition is a university-level course in expository writing beyond the first-year or level that is introductory. Also referred to as writing that is advanced.
“In 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, as well as classes connected with writing across the curriculum. This definition that is broad the only 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
- “a great many educators utilize 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 that advanced composition continues to grow in popularity, both among students and instructors, and it remains an area that is active of.”? (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 much more than just 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 different in kind from freshman composition and (2) shows how advanced composition is developmentally pertaining to freshman composition. 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)
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- “Students who enroll in advanced writing courses write with proficiency yet often depend on formulas; their prose is full of way too many words and weighed down with nominalizations, passives, prepositional phrases. Their writing lacks focus, details, and a sense of audience . . .. The goal of an writing that is advanced, therefore, would be to move students from proficiency to effectiveness.”? (Elizabeth Penfield, “Freshman English/Advanced Writing: How Do 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 on the planet. Through writing, reading, and discussion, my students and I give attention to three ‘sites of contention’–education, technology, and also the self–at which writing assumes particular importance. . . . Although relatively few students decide to write poetry in my current composition that is advanced, it seems in my opinion that students’ attempts at poetic composition are considerably enriched by their integration into a sustained inquiry about how exactly all sorts of writing actually function on the planet.”? (Tim Mayers, Rewriting Craft: Composition, Creative Writing, plus 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 these two composition classes. The structure that is basic of syllabi when it comes to two classes was also similar, as were the assignments. And I used the same text as well . . .. Students in advanced http://edubirdies.org/ composition wrote longer essays than first-year students, but that has been the difference that is primary the two courses.
“The syllabus for my fall term 1995 advanced composition class . . . raises new issues. The writing that follows begins utilizing the paragraph that is second of course overview:
In this class we will discuss questions such as for instance these even as we come together to become more beneficial, self-confident, and self-conscious writers. As it is the situation with composition classes that are most, we shall work as a writing workshop–talking about the writing process, working collaboratively on work in progress. But we will also inquire together in what is at stake once we write: we shall explore, put differently, the tensions that inevitably result as soon as we wish to express our ideas, to claim an area for ourselves, in sufficient reason for communities which could or may well not share our assumptions and conventions. And we will think about the implications of these explorations for such rhetorical concepts as voice and ethos.”
(Lisa S. Ede, Situating Composition: Composition Studies while the Politics of Location. Southern Illinois University Press, 2004)