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.
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
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