As writing teachers, we spend considerable time thinking about how documents come into being, how writers navigate between rhetorical situations, and how individuals learn the craft of writing. In fact, these questions represent some of the most pressing overarching points of departure for our most exciting and generative formal research as well as for our most fruitful everyday conversations with each other.
As a result, we’re continually examining a range of finished documents in order to learn more about how the texts’ constituent elements manage to move audiences to action. These dispositions toward language mean that we often find ourselves examining, for example, the processes that aid in the production of text, the histories of genre development, and the rhetorical theories that support effective
We’re also keenly aware of the stages of development that take place as writers transition from high school to college and from college to civic and professional engagement.
In other words, a portion of our discipline’s focus is devoted to understanding how people become exceptional, mindful writers in their professions as well as
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