Abstract
This article examines how creative writing pedagogy and composition pedagogy can be put into productive conversation by using expressivism and social constructionism as a shared frequency, allowing for a deepening of the pedagogical options available to teachers. The end result of this analysis is a proposal for a dual course pairing of composition and creative writing. Within this proposed arrangement, creative writing, on the one hand, would emphasize expressivist pedagogies that grant students centrality in the classroom while still exploring the ideological implications of the writing act. Composition, on the other hand, would focus on scholarship, research, and theory, while still employing creative writing activities that keep student writers from feeling utterly marginalized.