Volume 32, Issue 1
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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Writing instruction in American colleges has changed significantly over the last five years. Until the 1980s, the field of composition has been sustained by attention to the written product. Many researchers, however, have moved their focus to the writing process and its rhetorical context. The implications of this paradigmshift have become apparent in the practice of writing programs: many innovative writing programs base their freshman composition courses on 'writing-as-a-process' and 'writing-to-learn' principles.At the University of California, San Diego two writing programs have adopted this approach and they have developed effective composition courses. Although the American college-curriculum is different, these recent developments in writing theory and practice could be quite relevant for Dutch post-secondary education.


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  • Article Type: Research Article
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