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 introductory level. Also called 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, along with classes connected with writing across the curriculum. This definition that is broad the main one adopted by the Journal of Advanced Composition in its early years of publication” (Encyclopedia of English Studies and Language Arts, 1994).

Examples and Observations

  • “a beneficial many educators utilize the term advanced composition to refer specifically to a junior- or composition that is senior-level concerned more with writing in general than with how writing functions in particular disciplines.
    “It is unlikely that compositionists will ever reach consensus about advanced composition, nor would most teachers want some kind of monologic, universal method and course. What is certain is that advanced composition keeps growing in popularity, both among students and instructors, and it also remains an active area 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 become more than simply a ‘harder’ freshman course. If advanced composition would be to have any viability after all, it should 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 linked to freshman composition. The ‘harder’ approach achieves just the latter.”? (Michael Carter, “What Is Advanced About Advanced Composition?: A Theory of Expertise written down.” 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 depend on formulas; their prose is filled with a lot of words and weighed down with nominalizations, passives, prepositional phrases. Their writing lacks focus, details, and a feeling of audience . . .. The goal of an advanced writing course, therefore, is to move students from proficiency to effectiveness.”? (Elizabeth Penfield, “Freshman English/Advanced Writing: 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 merely as ‘skills’ courses but also as sustained inquiries into how functions that are writingand has now functioned) politically, socially, and economically on earth. Through writing, reading write my essay for me, and discussion, my students and I concentrate on three ‘sites of contention’–education, technology, and the self–at which writing assumes particular importance. . . . Although relatively few students choose to write poetry during my current advanced composition courses, it appears in my opinion that students’ attempts at poetic composition are considerably enriched by their integration into a sustained inquiry regarding how a variety of writing actually function in the world.”? (Tim Mayers, Rewriting Craft: Composition, Creative Writing, while the Future of English. University of Pittsburgh Press, 2005)

“for some of my first eleven years at Oregon State University–the years during that I taught both first-year and advanced composition–I wrote identical course descriptions of these 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 issues that are new. The written text that follows begins aided by the paragraph that is second of course overview:

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

(Lisa S. Ede, Situating Composition: Composition Studies in addition to Politics of Location. Southern Illinois University Press, 2004)