Process: In a process-based composition approach, reading and writing are part of thinking processes that stretch one’s knowledge and understanding. The emphasis is on reading to gain new, critical thought about things outside of the self, writing to develop that critical thought, and writing also to communicate one’s new thoughtful understanding in ways meaningful to others. A process approach recognizes that learning is perpetual, research is about learning, not just for gaining credibility with an audience, and structuring learning into written form is subject to dynamic rethinking and revisioning. On a practical level, we know that good writing comes from analytical researching, reading, thinking, and revision of writing, so we build these processes into our course assignments.

Collaboration and Peer Response: Learning is always collaborative, even when this mutuality is not voiced. Peer response groups are the most obvious instance of such learning. Our students respond well to classroom sessions where peer response is focused on specific goals, such as critiquing transitions or identifying and judging the ways in which fellow student papers use sources to further a line of reasoning. Collaboration also alludes to the work of Paolo Freire (The Pedagogy of the Oppressed), who emphasizes an active, dialogic classroom where students become partners with instructors in devising criteria for meaningful peer critique. Well-sequenced Academic Resource Center visits also support a collaboration-rich learning environment. ARC trains its writing consultants to use dialogic methods of interaction with fellow students.

Metacognitive Reflection: College can be a stressful place, allowing precious spare time for reflection on how one thinks and writes. There is barely time to get writing assignments completed on time. But our Composition Program recognizes the importance of metacognitive reflection. Knowing it is a key component of a process-based pedagogy, we work to schedule in space and time for students to think through their learning. Revision workshops, peer responses, and collaborative learning activities can all be structured to include the necessary study of the ways we  learn and the various strategies that help us be more critical thinkers, more self-aware and intentional readers and writers.

Critical Thought: To exist critically in the world requires that we recognize that the world is a creation, a textual creation to some extent, that is open to interpretation, critique, and revision. Through the use of surprising texts (music, TV, and so on), we impress on students that all things—not just “academic texts”—are worthy of critical study, interpretation, and integration into our academic, intellectual world.

Interdisciplinarity: “Majors” and disciplines implicitly make us think that the world is well-bordered, e.g. that the science of artificial intelligence can learn nothing from English or that art and chemistry never touch on one another. The truth is that the world has fewer borders than it seems. Through an emphasis on interdisciplinarity, we attempt to show the world in its complexity. Taking thought and reasoning processes apart and putting them back together in different, meaningful ways is foundational to understanding the complexity of our physical, social, technologic, political, economic, spiritual, and cultural worlds. Thus, the analysis and synthesis of a range of texts and disciplines are part of college essay writing.

Audience: We are devoted to creating authentic writing spaces that mirror or at least approach the complexity of real-world composition. Authentic writing spaces require serious consideration of audience needs and expectations, for without audience-aware purposes, writing remains only expressive. Thus, blogging is an important part of AH 120. In both 110 and 120, instructors stress writing essays to audiences described as “not the teacher and not the class.” Students engage in activities that help them imagine and address audience members who represent a wide range of cultures, values, needs, and expectations.  

Reading: Good student writing depends on an intense, analytical engagement with written texts, including those written by other students. Models of analytical thinking and meaningful communication, both by professional and student writers, remain essential in the Composition Program.  

Information Literacy: However nuanced, we appear to live in an age defined by a glut of information. Our composition courses include instruction in the assessment, retrieval, and appropriate use of information on the web and through library databases. We work closely with Pilgrim Library personnel in order to meet this important pedagogical need.