Abstract

Teaching nontraditional themes in first-year writing courses sometimes confuses students and frustrates instructors. This article shows how using a transformative, critical-thinking pedagogy challenges the content and purpose of “English” courses—making such themes more accessible while improving students’ use of rhetorical inquiry to both analyze and compose texts.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 107-135
Launched on MUSE
2013-12-13
Open Access
No
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