- We believe that all writing responds to rhetorical contexts that are shaped by the situational constraints of exigence, audience, and symbolic interaction.
- We believe that all writing is embedded in complex networks of meaning and power.
- We believe that writing is a powerful intellectual tool that has the potential to be socially transformative.
- We believe that people compose in complex digital and multimedia environments, and we thus recognize that effective writing is closely linked to the available tools and technologies of production.
- We believe that students bring rich histories with language and literacy to the university, and that those histories will continue to develop throughout their lives as they write for disciplinary, professional, civic, and community audiences.
- We believe that extending students knowledge of how writing is accomplished and how texts function in the world is essential for enhancing their abilities to act effectively as literate persons.
- We believe that students benefit from a rigorous curriculum aimed at deepening their engagement with academic literacy, including critical reading, writing, analysis, argument, and research skills.
- We believe that students benefit from pedagogies that position literate activity as both a means of accomplishing social action and an object of study.
- We believe in equipping teachers and students at all educational levels with the knowledge and abilities to understand and speak to the political dimensions of literacy instruction.
- We believe that composition teachers benefit from a thoughtful and critical inquiry into the histories and theories of both rhetoric and composition as disciplinary fields.
- We believe that composition teachers form a community of professionals whose assessment activities reveal and build common values and communicate measures of effectiveness to those inside and outside the program.
- We believe that our knowledge of effective rhetoric and writing should inform and be informed by an understanding of how writing functions in and across academic, professional, and civic engagements; we are thus dedicated to promoting dialogue across those communities.
- We believe that all teachers in the Core Composition Program – full-time faculty, part-time faculty, and graduate students – are integral to our students’ success, and thus we are committed to fostering their continued disciplinary engagement with both rhetoric and composition.
For more information
Frank Walters, Associate Professor
Director of Composition
9012 Haley Center
- Tuesday 9:30-11:00
- Wednesday 9:30-11:00
- Friday 12:00-1:00
Last Updated: November 06, 2012