The Blogora: The Rhetoric Society of America
composition pedagogy


Principles for the Postsecondary Teaching of Writing

Submitted by syntaxfactory on April 3, 2015 - 7:44am

Principles for the Postsecondary Teaching of Writing

Conference on College Composition and Communication (CCCC), October 1989, Revised November 2013, Revised March 2015


Advice sought by a doctoral student in Education: Crowdsourced Writing

Submitted by syntaxfactory on November 22, 2014 - 6:46pm

Query: Do you know of any people or other sources of information that say smart stuff about how to evaluate and assess crowdsourced writing that's part of a course assignment?"

Link for context:

Can anyone help?


Interview with Jentery Sayers

Submitted by John W. Pell on July 23, 2013 - 3:31pm

Of late much has been made of MOOCs and other delivery methods of online writing instruction. And, while there are a number of research studies underway, which will hopefully shed light on the pedagogical benefits of MOOCs (as opposed to only reporting on their financial and logistical efficacy), I wanted provide readers of the RSA Blogora a look into the work of a colleague also working in the digital humanities, but working as one focused on the rich and rigorous work of composing/making/creating with New Media.


On Class Size

Submitted by syntaxfactory on February 19, 2013 - 7:25pm

WEB LINKS: Recommended Class Sizes (CCCC, ADE, AWP)

Generally, our field’s professional organizations recommend a size of 15-20 students per first-year composition class, and no more than 15 per basic/developmental class. Here are definitive statements and reports about this issue. A surprising number of colleges and universities actually manage to keep their numbers at or close to these recommendations, despite larger composition classes in many schools. See below:

“ADE Guidelines for Class Size and Workload...”:


Gregory Schneider on the Elevator Speech

Submitted by syntaxfactory on November 14, 2012 - 9:45pm

"...the elevator pitch contains implicit rhetorical connections to audience, purpose, argument, and context that any faculty who teaches speech will recognize immediately. For example, at Kettering University, the elevator pitch has been distilled down into an implicitly rhetorical heuristic based on the Need, Approach, Benefit, Competition (NABC) model described by Carlson and Wilmot in their book Innovation (2006).


The Rhetoric of Complexity

Submitted by John W. Pell on September 11, 2012 - 12:51pm

For many of us that teach courses centered on rhetoric the election season is an exciting time, especially during a Presidential Election year. And while it is easy enough to demonstrate for students the historical relationship between rhetoric and civic discourse, our polarizing political climate makes explicit and critical conversations about political discourse uncomfortable.


Emory University English Prof Explains Why Lit Professors Should Not Teach Comp

Submitted by syntaxfactory on April 5, 2012 - 9:12am


"From now on, my syllabus will require no research papers, no analytical tasks, no thesis, no argument, no conclusion.


Dylan Dryer in 3Cs: What GTAs bring to the classroom with them...

Submitted by syntaxfactory on March 13, 2012 - 8:04am

Dylan Dryer has given us the best article I've read in the 3Cs in a long time, in the pedagogy department.

"At a Mirror, Darkly: The Imagined Undergraduate Writers of Ten Novice Composition Instructors"