Skip to content
2018
Volume 61, Issue 2
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

In this essay I present the results of a national study of over 2,000 writing assignments from college courses across disciplines. Drawing on James Britton’s multidimensional discourse taxonomy and recent work in genre studies, I analyze the rhetorical features and genres of the assignments and consider the significance of my findings through the multiple lenses of writing-to-learn and writing-in-the-disciplines perspectives. Although my findings indicate limited purposes, audiences, and genres for the majority of the assignments, instructors teaching courses explicitly connected to a Writing Across the Curriculum program or initiative assigned the most writing in the most complex rhetorical situations and the most varied disciplinary genres.

Loading

Article metrics loading...

/content/journals/10.58680/ccc20099487
2009-12-01
2024-06-13
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/ccc20099487
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error