Development of Rhetoric in composition
Over the past 25 years, researchers in the fields of composition, cognitive science, and developmental psychology have demonstrated that the development of skill in writing is more than a matter of practicing and refining existing skills; expert writing processes are in many ways qualitatively different from those of novices.
Based on evidence from writers’ “think-aloud” protocols, process observations, interviews, and text analyses, this research has revealed, for example, that experienced writers tend to engage in global or “whole-text” revision as well as sentence-level revisions, whereas student writers often focus only at the sentence experts tend to use a broader range of planning devices and strategies than novices experienced writers manage the writing process by breaking tasks into sub-tasks and setting priorities, whereas students are often paralyzed by the attempt to address the multiple demands of writing all at once (Kunz, 2).
This observation provides a useful analogy to illustrate the transfer problem: teaching the traditional composition proposals were not applicable to the genre of the patent disclosure; rather, they needed to spend time learning the strategies that would be effective in a very different situation. This claim assumes that if students get better results in tennis they will also get better at all the other games in which a ball is used. Similarly, students who practice writing essays about literature will become better at writing but only essays about literature. Within the new curriculum, instruction in English-language literature replaced the moral and historical education formerly provided by Greek and Latin literature. Thus, the new departments of English usually combined instruction in both writing and literature. These seven assumptions about teaching and learning writing are undermined by the research and scholarship (Kunz, 1).
We do question whether either composition instruction or literature instruction is best served by combining them. One may disagree with the structure of this requirement; for example, it does not require all students to take at least one literature course. None of this is to say that writing should not be used in literature courses, as it should be used in all courses across the curriculum chemistry, sociology, accounting, nutrition for students to demonstrate what they have learned, engage in critical thinking about it, and practice ways of applying it. But separate courses devoted to writing can provide a foundation for these other efforts (Kunz,1 ).
If we think of the composition program not as “English” courses but as university courses, with the needs of all departments and students at the center of the program, we find that the traditional approach falls short. Students may learn these genres through repeated exposure and trial and error, but explicit instruction can help them negotiate a variety of genres much more quickly and effectively. We need composition courses that are designed with these needs in mind and informed by the best research and teaching practices available. Most of the assumptions that are present have been challenged by individuals who are in most instances suggesting that students, and not the text, should be the focus of the teacher’s attention (Kunz, 3).
Kunz Johan .Food Waste – Food Sharing. English Composition 112, 2015.
Kunz Johan. Gun Laws: English Composition 112. 2015.
Kunz Johan. The Border Patrol State. English Composition 112. 2015.
Experts in production of good compositions have a view that grammar is a vital ingredient of good writing but not the only ingredient, and they recognize that grammar instruction is effective only when it is individualized and adapted to context as it shows that “error” is very much in the eye of the beholder; that is, we tend to notice certain errors only when we are looking for them. Observers of traditions in most instances find themselves in conflicts due to acts of misinterpreting particular segments of literature which they tend to fault or use to revise the curriculum.
It is however notable to note that these individuals have a greater focus on the writing and not putting much emphasis on the content that is portrayed in those pieces of literature. Students who have upheld rhetoric and critical analysis of pieces of literature should demonstrate ability to sympathize, empathize as be creative as this is a must have strategy when one is required to adequately use the power of language. Regarded as the anciently used form of liberal art, rhetoric enables individuals to visualize their human values and instill it while producing pieces of art and more specifically in literature. The various advancement in the curriculum have led to the replacement of English-language instruction together with courses of study in the sciences and the technical professions.
It is also critical to note that these assumptions have been challenged by critics who suggest that the instructional approaches that foreground the context-free study of grammar should demonstrate no or little effect on the writing performance of students. Indeed, concluded that rather than being a marker of failure, error can be an indication that a writer is using writing as an occasion for learning