Thinking like a Writer

Inquiry, Genre, and Revision

Authors

  • Virginia Crank University of Wisconsin - La Crosse Author

DOI:

https://doi.org/10.1558/wap.v6i1.89

Keywords:

inquiry, genre theory, first-year composition, advertisement analysis

Abstract

Close examination of one first-year composition student’s portfolio of process materials for an advertisement analysis assignment reveals that an early attachment to an idea and a poor understanding of audience can prevent students from developing as writers. I reflect on how greater attention to rhetorical genre theory can provide new directions for prewriting activities and strategies that may help students move beyond thinking only from the perspective of the school essay.

Author Biography

  • Virginia Crank, University of Wisconsin - La Crosse

    Virginia Crank is a Professor of English at the University of Wisconsin – La Crosse, where she teaches courses in first-year writing, prose style, and the teaching of writing. She also directs the university’s Writing Center and serves as the chair of the statewide University of Wisconsin system’s English Placement Test Development committee. Professor Crank earned a Ph.D. in Rhetoric and Composition from Southern Illinois University – Carbondale. Her recent publications include an article on the transition from high school to college writing for The WAC Journal and an article recommending pedagogical approaches to field experiences for English Education students in Teaching/Writing.

References

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Downloads

Published

2014-06-10

Issue

Vol. 6 No. 1 (2014)

Section

Research Matters

License

© Equinox Publishing Ltd.

For information regarding our Open Access policy, click here.

How to Cite

Crank, V. (2014). Thinking like a Writer: Inquiry, Genre, and Revision. Writing and Pedagogy, 6(1), 89-106. https://doi.org/10.1558/wap.v6i1.89

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