ARLT922

Provides a theoretical framework for teaching composition in a range of educational settings. Reviews the ideologies that inform contemporary writing instruction and explores the relevant histories and practical implications of these ideologies. Also considers how composition pedagogy is connected to debates surrounding literacy, culture, and language and to issues surrounding technology, access, and inclusion. Particular attention will be given to how students’ own experiences as teachers, learners, and/or writers can be understood and interpreted in terms of the theories and practices of the pedagogical approaches under consideration.