A case method approach to academic writing in introductory composition.

Abstract

Although the primary purpose of introductory composition is to prepare students for college writing, inquiry into forms, contexts, and contents of actual academic writing is overlooked in theory and practice. Recent research posits significant thinking and writing differences between disciplines. This study examines discourse differences between disciplines and argues that composition can accommodate these differences while introducing students to possible forms of academic writing. This study, borrowing from technical and professional writing pedagogy, uses the case method to research various forms of academic writing and to produce writing assignments based on actual writing done in college courses. Such fields as mathematics, political science, anthropology, ethics, and literature are explored. Chapter I provides a theoretical motivation for this study. Concentrating on the personal essay, and reading and writing about literature, introductory composition's disciplinary bias exposes writers to one among many possible views of writing. Chapter II describes how the study applies the case method to academic writing: making use of case collaborators from other academic disciplines, identifying disciplinary problems writers can explore, selecting readings and forms of writing for each case. Chapter III discusses classroom procedure and presents student work. Procedure is based on both case method pedagogy and collaborative learning. Examples of student texts are analyzed. Chapter IV argues that such an introductory composition course is possible and desirable. Students explore discourse differences in the academic community and are engaged in legitimate problem solving and writing activities.