In this article we propose, theorize, demonstrate, and report early results from a course that approaches first-year composition as introduction to Writing Studies. This pedagogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition. It seeks instead to improve students’ understanding of writing, rhetoric, language, and literacy in a course that is topically oriented to reading and writing as scholarly inquiry and that encourages more realistic conceptions of writing.

Critical discourse analysis of a 75,000-word corpus of newspaper articles, editorials, and letters to the editor reveals the presence of a cosmopolitan worldview-frame and its effects on representations of gun owners in the United States. This cosmopolitan worldview, which includes cultural frames of reliance on others, specialization, risk avoidance, and government responsibility for risk reduction, results in the marginalization of gun owners and the silencing of frames and information that would counter it. This study demonstrates that the frames news media adopt in covering contentious social issues can not only silence participants in public debate but hamper efforts to find common ground on those issues. Socially responsible news media should instead explore and report on the variety of frames in play regarding a range of social issues in an effort to educate their audiences and, in so doing, promote public debate.