Unlike the advanced composition
>you posit, I don't have to fabricate advertising, or grant proposals
>because there is
>a real discourse, the discourse of a discipline, just waiting to be
Wait a second. How is the writing assigned in Engineering courses more real
that that assigned in technical writing courses? Also I don't fabricate
genres or assignments. My students write job applications, journal
articles, instructions for real tasks, and assignments comissioned from
>I know that in an hour of writing conference, I can
>student more than a comp course can. (I've had students say so).
I teach technical writing to classes of 24 and have hours of personal
contact with them. They *also* have access to writing centre specialists in
>second-rate substitute to account for the weakness of the Canadian
>system, it is a
>superb pedagogical strategy supported consistently by research (mostly
>people who teach comp courses).
Shouldn't we all be working together toward an ideal in which English
departments teach writing, run writing centres, and are involved in writing
accross the discipline programs?
Wouldn't it mean more jobs for English graduates?