Writing Assignments Across the Curriculum: A National Study of College Writing
Abstract
In this essay I present the results of a national study of over 2,000 writing assignments from college courses across disciplines. Drawing on James Britton’s multidimensional discourse taxonomy and recent work in genre studies, I analyze the rhetorical features and genres of the assignments and consider the significance of my findings through the multiple lenses of writing-to-learn and writing-in-the-disciplines perspectives. Although my findings indicate limited purposes, audiences, and genres for the majority of the assignments, instructors teaching courses explicitly connected to a Writing Across the Curriculum program or initiative assigned the most writing in the most complex rhetorical situations and the most varied disciplinary genres.
- Journal
- College Composition and Communication
- Published
- 2009-12-01
- DOI
- 10.58680/ccc20099487
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- Open Access
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Citation Context
Cited by in this index (5)
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Whitney (2024)Teaching English in the Two-Year College
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Aull (2019)Written Communication
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Brent (2017)Written Communication
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Remley (2014)Computers and Composition
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Graves et al. (2010)Written Communication
References (0)
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