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.

Journal
Pedagogy
Published
2014-01-01
DOI
10.1215/15314200-2348929
Open Access
Closed
Topics

Citation Context

Cited by in this index (1)

  1. Pedagogy

Cites in this index (2)

  1. Pedagogy
  2. Pedagogy
Also cites 1 work outside this index ↓
  1. The Measurement of Civic Scientific Literacy
    Public Understanding of Science  
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