Saying More with Less: Using Aphorisms to Promote Critical Reading and Authority in the First-Year Writing Classroom
Sean Barnette
Lander University
;
James Anderson
Abstract
The aphorism analysis assignment asks students in a first-year writing (FYW) course to respond critically to a microtext about writing. We argue that the brevity and content of these texts makes them especially well suited to help students work towards the goals of a FYW course, as well as to develop more general critical thinking skills.
- Journal
- Prompt: A Journal of Academic Writing Assignments
- Published
- 2026-01-30
- DOI
- 10.31719/pjaw.v10i1.216
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related Articles
-
College Composition and Communication Sep 2025Christopher Basgier; Lydia Wilkes
-
The Peer Review Sep 2025Ana Raquel Fialho Ferreira Campos; João Tiago Gaspar Cozechen; Elaine Pereira Lustosa; Marcos Angel De Carvalho Eing; Leonardo Schimiloski
-
Assessing Writing Apr 2025Aynur Ismayilli Karakoҫ; Peter Gu; Rachael Ruegg
-
Literacy in Composition Studies Dec 2024Elizabeth Kimball
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter