Teaching nontraditional themes in first-year writing courses sometimes confuses students and frustrates instructors. This article shows how using a transformative, critical-thinking pedagogy challenges the content and purpose of “English” courses—making such themes more accessible while improving students’ use of rhetorical inquiry to both analyze and compose texts.
Skip Nav Destination
James Heiman; “Odd Topics” And Open Minds: Implementing Critical Thinking in Interdisciplinary, Thematic Writing Courses. Pedagogy 1 January 2014; 14 (1): 107–135. doi: https://doi.org/10.1215/15314200-2348929
Download citation file: