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In the first paragraphs of this volume, the author writes of an authenticity paradox: arguing that the purported real-worldedness of a learning environment, technique or task is so rhetorically potent that educators frequently call attention to it in pedagogical conversations to legitimize their undertakings, while at the same time, terms such as real-world and authentic do not require (and even resist) precise delineation.

In the first paragraphs of this volume, the author writes of an authenticity paradox: arguing that the purported real-worldedness of a learning environment, technique or task is so rhetorically potent that educators frequently call attention to it in pedagogical conversations to legitimize their undertakings, while at the same time, terms such as real-world and authentic do not require (and even resist) precise delineation.

To a degree unknown in practically any other discipline, the pedagogical space afforded composition is the institutional engine that makes possible all other theoretical and research efforts in the field of rhetoric and writing. But composition has recently come under attack from many within the field as fundamentally misguided. Some of these critics have been labelled "New Abolitionists" for their insistence that compulsory first-year writing should be abandoned. Not limiting itself to first-year writing courses, this book extends and modifies calls for abolition by taking a closer look at...

An anthology of essays on general writing skills instruction, or GWSI. The book focuses on the gap between the theory and practice that has emerged as a result of the field's growing professionalization.