Abstract
This essay challenges writing teachers to consider anew the assigning of politicized or controversial topics in the composition classroom. The author describes his use of writing assignments related to the Iraq and Afghanistan Wars/Occupations from 2003 to 2006. Although some writing teachers embraced war-related topics in their classrooms during this time period, others seemed to avoid them out of fear of reading cliché-ridden “blinding binaries” arguments or of facing a hostile student environment. The author argues that the time was right to engage students in critical inquiry into the many war-related topics so as to pursue the truth-seeking mission of higher education. Necessarily, as the questions and issues related to the wars evolved, so too did assessment strategies. The assignments and student writing during this time period also show the value of this writing as a form of social action for students in their communities.
- Journal
- Composition Forum
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- 2009
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