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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 relates to all postsecondary writing instruction over the first-year level, including courses in technical, business, and advanced expository writing, in addition to classes related to writing across the curriculum. This broad definition was the one 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 refer specifically to a junior- or senior-level composition course concerned more with writing in general 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 the fact that advanced composition continues to grow in popularity, both among students and instructors, plus 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 more than just a ‘harder’ freshman course. If advanced composition is 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 related to freshman composition. The ‘harder’ approach achieves only 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 evolutionwriters company Drew. Lawrence Erlbaum, 1996)
- “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 feeling of audience . . .. The aim of an advanced writing course, therefore, is always 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 just as ‘skills’ courses but additionally as sustained inquiries into how functions that are writingand has now 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 the self–at which writing assumes particular importance. . . . Although relatively few students elect to write poetry during my current composition that is advanced, it seems to me that students’ attempts at poetic composition are considerably enriched by their integration into a sustained inquiry on how a number of writing actually function in the field.”? (Tim Mayers, Rewriting Craft: Composition, Creative Writing, in addition to 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 I taught both first-year and advanced composition–I wrote identical course descriptions for those two composition classes. The basic structure regarding the 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 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 because of the second paragraph of the course overview:
In this class we shall discuss questions such as for instance these even as we work together to be more effective, self-confident, and writers that are self-conscious. As it is the way it is with composition classes that are most, we shall function as a writing workshop–talking about the writing process, working collaboratively on operate in progress. But we are going to also inquire together as to what are at stake once we write: we shall explore, or in other words, the tensions that inevitably result whenever we wish to express our ideas, to claim a place for ourselves, in in accordance with communities that could or might not share our assumptions and conventions. And we will look at the implications among these explorations for such concepts that are rhetorical voice and ethos.”
(Lisa S. Ede, Situating Composition: Composition Studies together with Politics of Location. Southern Illinois University Press, 2004)