June 2014

1. Jun 2014
   Thinking like a Writer ↗
   Virginia Crank
   Abstract

   Close examination of one first-year composition student’s portfolio of process materials for an advertisement analysis assignment reveals that an early attachment to an idea and a poor understanding of audience can prevent students from developing as writers. I reflect on how greater attention to rhetorical genre theory can provide new directions for prewriting activities and strategies that may help students move beyond thinking only from the perspective of the school essay.

   rhetorical criticism genre theory first-year composition portfolios
   doi:10.1558/wap.v6i1.89