As advanced composition continues to grow as an important sub-area
of rhetoric and composition, it becomes increasingly more important
for scholars and teachers to have access to key studies produced in
the field. Providing a comprehensive overview of significant work
on the theory and pedagogy of advanced composition generated
between 1980 and 1995, this collection contains 24 essays and
articles previously published in major scholarly books and
journals. Divided into four major areas, this book: * explores how
individuals and institutions over the last 15 years have
constructed advanced composition courses and programs, * attempts
to articulate what distinguishes advanced composition courses,
students, and pedagogies from those commonly encountered in
first-year composition, * outlines specific pedagogies for advanced
composition, and * investigates how scholarship can inform advanced
composition and examines several political and ethical issues. The
essays presented here chronicle composition's struggle to define
and construct an appropriate writing course on the advanced level.
Although these essays have clear historical value -- in that
together they trace attempts to come to terms with advanced
composition -- they also have implications for future work in the
area. They suggest how educators might continue to draw on
scholarship both within and outside of composition to investigate
relevant theoretical issues and to construct effective advanced
pedagogies.
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