Thought I'd commit this to the ether to get it jump started. A revision is completed and being used as the basis for an outline, but here in all its convoluted beauty is the basic structure of the first part of my major qualifying exam:
Question 1
Service writing curricula are found in institution-wide general education courses, writing courses required in addition to general education courses for pre-professional students (four-year non-arts and sciences degrees), and other specialized pre-professional writing courses, such as technical writing. Within this range of locations and conceptions, how does Composition and Technical Communication scholarship advocate appropriate approaches to writing instruction in the service course? What are the differences, similarities, and tensions among different advocates and approaches to service writing instruction? How do Composition and Technical Communication distinguish between lower-division and upper-division (or advanced) service courses in relation to institutional, disciplinary, and professional requirements?
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