Learning how to write in the correct discipline is a necessity for any student wishing to successfully advance within their career. Patricia Linton, Robert Madigan, and Susan Johnson, professors at the University of Alaska, Anchorage, in their essay “Introducing Students to Disciplinary Genres: The Role of the General Composition Course” (1994), argues that undergraduate students who are enrolled in English classes that explore different disciplinary genres benefit more than students who are enrolled in classes with a general approach. The authors develop their point by explaining the unique characteristics of the different genres, and then narrating the loss in writing that is had by students who are uninformed of the separate characteristics that act to communicate an author's point with clarity. The authors' purpose is to describe the different components of each genre in order to inform the reader about the benefits of a multidisciplinary English curriculum. Linton, Madigan, and Johnson effectively display the importance of an undergraduate multi-disciplinary english course by acknowledging opposing arguments, presenting evidence of cross-disciplinary differences, and explaining the benefits of having experience in different genres of writing.
To start the essay, Linton, Madigan, and Johnson address multiple arguments opposing the need for the multi-disciplinary english course, which helps them establish an even stronger counter-argument. This provides various reasons why the course is unnecessary for their audience, so that the rest of the authors’ analysis can address and disprove each doubt in the audience’s mind. For example, one of the opposing arguments include, “Furthermore, it may be the case that even within the dis...
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... formulate their argument by first explaining the differences between the genres and acknowledging the opposing arguments. The author does this to answer any general questions the reader may have about such an english class and also provides the benefits. The author’s purpose to writing this piece was to persuade people that the way english classes are taught needs to be changed from covering general english subjects to introduction to different types of writing. The author believes students would benefit more from these classes and prepares them better for future classes and also writing in their professional careers.
Works Cited
Linton, Patricia, Robert, Madigan, and Johnson, Susan. “Introducing Students to Interdisciplinary Genres: The Role of the General Composition Course.” Language and Learning Across the Disciplines 1.2 (1994): 63-78. Print.
In English 1102, I was exposed to a variety of different genres, including, argumentative research paper, an annotated bibliography, an analytical paper, and a workplace specific piece. Entering this class the majority of papers I had written were all analytical, and in this class we went above and beyond the basic 5 paragraph essay. Though each paper had a different genre and style, I learned that each project was similar in composition.
My English Literature major has helped me to achieve an outstanding level of appreciation, enjoyment, and knowledge of both American and British Literature. As a high school AP English student, I struggled through great works like Hamlet and To the Lighthouse. My teacher’s daily lectures (there was no such thing as class discussion) taught me merely to interpret the works as critics had in the past. I did not enjoy the reading or writing process. As a freshman at Loras, I was enrolled in the Critical Writing: Poetry class. For the first time since grade school, my writing ability was praised and the sharing of my ideas was encouraged by an enthusiastic and nurturing professor. Despite the difficulty of poetry, I enjoyed reading it. Because of my wonderful experience in Critical Writing, my love for reading and writing was renewed and my confidence in my abilities as a writer had been restored. I decided to take a second chance on English by declaring Literature and Writing as my majors.
However, their critical analysis of FYW and strong points for other teaching methods, one’s takeaway from the article is the question, “why even teach FYW”? It’s evident that content and context are the key points in academic writing, so why then do we even make the FYW a mandatory class? A student doesn’t need a semester to understand what content is, for some they already understand what it is, and for those who don’t they should still be able to learn it, in a week. The misconception of writing being universal is very true, but for a student to improve on one’s writing, the easiest solution is to have him or she participate in that discipline. In a realistic world, the more probable solution to most of the problems Down and Wardle bring up is eliminate the course and replace it with a class that allows a student to see and understand the writing in their field without the repercussion of grades. Thus students get more experience within their field and get to learn firsthand what academic writing in their discipline consist
Composition. Eds. Thomas E. Leahey and Christine R. Farris. New York: Pearson Custom Publishing, 2009. 189-194. Print.
Gitlin, Todd. "The Liberal Arts in an Age of Info-Glut." The Language of Composition. By Scanlon, Lawrence, and Robin D. Aufses and Renee H. Shea. Boston, MA: Bedford/St. Martin's, 2008. 155-57. Print.
English Composition II has unexpectedly improved my writing into an academic level. As I studied various English reading and writing courses, this class “English Composition II” did not immediately caught my eye. However as I researched about the concepts of this class, the decision to make was not so difficult since I was lacking in critical thinking and the interpretation of works. Also as a Business Major, it made sense that the subject of English would be of interest to me and as a career requirement. During the first weeks, I thought that I would be fully prepared for this course after taking an accelerated course in English during the spring semester. However, after attending class for about a month, I certainly did not expect to learn an entirely new process of writing
While Murray emphasizes the emancipating affect that a process-oriented curriculum has on students, Andrea Lunsford explains how the process approach to writing--adopted by and aligned with the field of Composition and Rhetoric--frees not only students, but teachers and scholars as well. Theories governing Composition and Rhetoric break down boundaries "between disciplines, between the genres of reading, writing and speaking, between the theory and practice, between research and teaching." Janice M. Lauer and Andrea Lunsford similarly point out the cross-disciplinary nature of Composition and Rhetoric and how this creates and directs scholarship in the field.
The first essay written in the class was based on the premise of an instance where we fell in love with reading or writing. This essay involved learning and using knowledge of writing process, rhetorical, genre, and overall subject matter. This use of writing process knowledge was prevalent in this
Bizzell, Patricia. “What Happens When Basic Writers Come to College?” Landmark Essays on Basic Writing. Eds. Kay Halasek and Nels P. Highberg. Mahwah, NJ: Lawrence Erlbaum, 2001. Print.
There were several new concepts that were introduced to me this semester including the topic of genre. I found out that it was more than a classificatory tool. According to Bawarshi and Reiff, genre has changed into “a shaper of texts, meanings, and social actions”. In other words, genres are used to change and influence social interactions and to produce meaning-
The course has shown vividly that the acquisition of writing styles and transfer of skills
English has never been my best subject. Reading books can be exciting, but the writing aspect of English can be dreadful. Somehow, however, I passed all my advanced English classes with at least a B, and my teachers always considered me to be “above average.” My impartiality toward English shifted to an indifference near the end of my high school career; my indifference then shifted to appreciation. This appreciation is attributed to American Studies and Honors Writing, the most difficult English classes at Belleville East Township High School. American Studies and Honors Writing have strengthened my writing skills beyond what I believed possible. I still do not believe that I am the best writer, and English may never be my best or favorite
Writing is an important part of everyone’s life, whether we use it in school, in the workplace, as a hobby or in personal communication. It is important to have this skill because it helps us as writers to express feelings and thoughts to other people in a reasonably permanent form. Formal writing forms like essays, research papers, and articles stimulates critically thinking. This helps the writer to learn how to interpret the world around him/her in a meaningful way. In college, professors motivate students to write in a formal, coherent manner, without losing their own voice in the process. Improving your writing skills is important, in every English class that’s the main teaching point; to help students improve their writing skills. Throughout my college experience I have acknowledge that
Shea, Renee, Lawrence Scanlon, and Robin Scanlon. The Language of Composition: Reading, Writing, Rhetoric. 2nd ed. Boston: Bedford St. Martins, 2013. 525-529,546-551. Print.
Crank, V. (2012). From high school to college: Developing writing skills in the disciplines. WAC