Multimajor professional writing courses are becoming extremely common in English departments, which presents specific challenges for curricular design because of the diversity of the majors and professional goals of students. This article describes the theoretical, programmatic, and curricular details of a multimajor professional writing course. We argue that the design of a course that places a central focus on writing theory and writing knowledge can encourage learning transfer. Such an approach helps to overcome the challenges of a multimajor course by allowing the study of a common subject among students hoping to enter a number of different professions after college. Our design leans heavily on concrete knowledge domains—genre knowledge, social knowledge, procedural knowledge—and their application to specific disciplinary or professional contexts. The article’s discussion of course assignments and contexts demonstrates how these domains are applied and provides detailed information on our experiences teaching the course.
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Research Article| January 01 2018
Writing Theory for the Multimajor Professional Writing Course: A Case Study and Course Design
Pedagogy (2018) 18 (1): 157–173.
Matthew A. Vetter, Matthew J. Nunes; Writing Theory for the Multimajor Professional Writing Course: A Case Study and Course Design. Pedagogy 1 January 2018; 18 (1): 157–173. doi: https://doi.org/10.1215/15314200-4217010
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