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Advanced composition is a university-level course in expository writing beyond the first-year or level that is introductory. Also called writing that is advanced.
“with its broadest sense,” says Gary A. Olson, “advanced composition refers to all postsecondary writing instruction above the first-year level, including courses in technical, business, and advanced expository writing, in addition to classes related to writing across the curriculum. This broad definition was the only adopted by the Journal of Advanced Composition with its early years of publication” (Encyclopedia of English Studies and Language Arts, 1994).
Examples and Observations
- “an excellent many educators make use of the term advanced composition to mention specifically to a junior- or composition that is senior-level concerned more with writing in general than with how writing functions in particular disciplines.
“It is unlikely that compositionists is ever going to reach consensus about advanced composition, nor would most teachers want some type of monologic, universal method and course. What is certain is that advanced composition is growing in popularity, both among students and instructors, and it remains an active section of scholarship.”? (Gary A. Olson, “Advanced Composition.” Encyclopedia of English Studies and Language Arts, ed. by Alan C. Purves. Scholastic Press, 1994) - “Teaching advanced composition should be much more than simply a ‘harder’ freshman course. If advanced composition is to have any viability after all, it should be founded on a theory that (1) shows how advanced composition is different in kind from freshman composition and (2) shows how advanced composition is developmentally linked to composition that is freshman. The ‘harder’ approach achieves only the this is certainly latter”? (Michael Carter, “What Is Advanced About Advanced Composition?: A Theory of Expertise in Writing.” Landmark Essays on Advanced Composition, ed. by Gary A. Olson and Julie Drew. Lawrence Erlbaum, 1996)
- “Students who enroll in advanced writing courses write with proficiency yet often count on formulas; their prose is full of too many words and weighed down with nominalizations, passives, prepositional phrases. Their writing lacks focus, details, and a feeling of audience . . .. The goal of an writing that is advanced, therefore, is always to move students from proficiency to effectiveness.”? (Elizabeth Penfield, “Freshman English/Advanced Writing: Just how can We Distinguish the 2?” Teaching Advanced Composition: Why andHow , ed. by Katherine H. Adams and John L. Adams. Boynton/Cook, 1991)
Sites of Contention
“My advanced composition courses currently function not merely as ‘skills’ courses but in addition as sustained inquiries into how writing functions (and it essay writing has functioned) politically, socially, and economically in the world. Through writing, reading, and discussion, my students and I give attention to three ‘sites of contention’–education, technology, as well as the self–at which writing assumes particular importance. . . . Although relatively few students elect to write poetry within my current advanced composition courses, it appears for me that students’ attempts at poetic composition are considerably enriched by their integration into a sustained inquiry about how precisely all sorts of writing actually function on earth.”? (Tim Mayers, Rewriting Craft: Composition, Creative Writing, in addition to Future of English. University of Pittsburgh Press, 2005)
“for many of my first eleven years at Oregon State University–the years during which I taught both first-year and advanced composition–I wrote identical course descriptions of these two composition classes. The structure that is basic of syllabi when it comes to two classes was also similar, as were the assignments. And I used the text that is same well . . .. Students in advanced composition wrote longer essays than first-year students, but that was the primary difference between the 2 courses.
“The syllabus for my fall term 1995 advanced composition class . . . raises new issues. The text that follows begins with all the paragraph that is second of course overview:
In this class we are going to discuss questions such as these as we come together to become more beneficial, self-confident, and self-conscious writers. As it is the case with most composition classes, we shall work as a writing workshop–talking in regards to the writing process, working collaboratively on operate in progress. But we will also inquire together about what has reached stake as soon as we write: we are going to explore, put simply, the tensions that inevitably result whenever we want to express our ideas, to claim a space for ourselves, in and with communities which will or might not share our assumptions and conventions. And we’ll consider the implications of the explorations for such concepts that are rhetorical voice and ethos.”
(Lisa S. Ede, Situating Composition: Composition Studies and the Politics of Location. Southern Illinois University Press, 2004)
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