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Advanced composition is a university-level course in expository writing beyond the first-year or level that is introductory. Also known as advanced writing.

“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 associated with writing across the curriculum. This broad definition was the one adopted because of the Journal of Advanced Composition in its early years of publication” (Encyclopedia of English Studies and Language Arts, 1994).

Examples and Observations

  • “an excellent many educators use the term advanced composition to refer specifically to a junior- or senior-level composition course 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 sort of monologic, universal method and course. What is certain is that advanced composition is growing 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 become more than just a ‘harder’ freshman course. If advanced composition is always to have any viability after 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 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 rely on formulas; their prose is full of too many words and weighed down with nominalizations, passives, prepositional phrases. Their writing lacks focus, details, and a feeling of audience . . .. The goal of an writing that is advanced, therefore, is always to move students from proficiency to effectiveness.”? (Elizabeth Penfield, “Freshman English/Advanced Writing: How Do We Distinguish the Two?” 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 just as ‘skills’ courses but in addition as sustained inquiries into how writing functions (and it has functioned) politically, socially, and economically on earth. Through writing, reading, and discussion, my students and I focus on three ‘sites of contention’–education, technology, therefore the self–at which writing assumes importance that is particular . . . Although relatively few students choose to write poetry within my current composition that is advanced, this indicates in my experience that students’ attempts at poetic composition are considerably enriched by their integration into a write my essay for money sustained inquiry on how a number 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 some 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 of these two composition classes. The basic structure associated with syllabi for the 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 which was the primary difference between the two courses.

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

In this class we’re going to discuss questions such as for instance these even as we work together in order to become more efficient, self-confident, and self-conscious writers. As it is the scenario with most composition classes, we will work as a writing workshop–talking in regards to the writing process, working collaboratively on work in progress. But we will also inquire together as to what is at stake whenever we write: we will explore, put differently, the tensions that inevitably result when we wish to express our ideas, to claim an area for ourselves, in in accordance with communities which will or might not share our assumptions and conventions. And we’ll look at the implications of these 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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