Delivering College Composition: The Fifth Canon

Front Cover
Kathleen Blake Yancey
Boynton/Cook, 2006 - Language Arts & Disciplines - 213 pages
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Invention, Arrangement, Style, Memory . . . . Delivery. Of the five rhetorical canons defined by Aristotle, Delivery is the most overlooked and most frequently undertheorized. Delivery provides a lens into the ways composition curricula is designed; into the kinds of writing expected from students; and to the new electronic, physical, and curricular spaces created for composing. Delivering College Composition addresses the need for a more rigorous examination of Delivery, arguing that composition is increasingly being delivered in different ways by different individuals for different purposes within different contexts-yet retaining its identity as well.

Kathleen Yancey asks a number of probing questions about the current state of writing instruction:

    What is college composition?
    What does it look like, given the multiple ways it is delivered?
    What features do courses share?
    Is there a common understanding about their purposes, methods, and outcomes?
    How do multiple delivery systems alter and redefine this thing we call college composition?
    How does delivery matter?
From a research university, to a private college, to an historically black school, to a cyberschool, to advanced placement English classes, Delivering College Composition gives answers to these questions through in-depth analyses from more than a dozen teaching environments.

Focusing strongly on practice and its theoretical implications, Yancey and company provide a frank and informative "thick description&qupt; of classroom instruction, and in the process offer new definitions of what composition means in the present-and what it might look like in the future.

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Is It Pedagogical or Administrative?
Design Delivery and Narcolepsy
Toward Delivering New Definitions of Writing

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About the author (2006)

Kathleen Blake Yancey is Kellogg W. Hunt Professor of English at Florida State University, where she directs the graduate program in rhetoric and composition. She has authored or edited eight books and over fifty articles and book chapters; she consults widely on writing assessment, on print and electronic portfolios, and on writing across the curriculum. Past President of the Council of WPAs and past Chair of CCCC, she cofounded the Coalition on Electronic Portfolio Research, and was Vice President of NCTE.

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