Process: In the past, product-based pedagogies enforced a notion that learning could be finished, punctuated, and filed away and that successful writing was a matter of applying audience-based conventions  and rhetorical patterns to already known (or outlined) understanding. A focus on product tends to emphasize reading and writing as ways to imitate thought and form. On the other end of the spectrum, expressivist pedagogies stress personal style and the internal creative process of a writer. Reading and writing are seen as extensions of the internal desire to “voice” oneself. A process-based pedagogy is positioned between these two poles, with reading and writing as part of an overarching critical thinking process that stretches one’s understanding. The emphasis is on reading to gain new, critical thought, writing to develop that critical thought, and writing also to communicate one’s new thoughts in ways meaningful to others. A process approach recognizes that learning is perpetual and that structuring learning into written form is subject to dynamic rethinking and revisioning. On a practical level, we know that good writing comes from critical reading, critical thinking, and critical revision of writing, so we build these processes into our syllabus schedules.

Collaboration and Peer Response: Learning is always collaborative, even when this mutuality is not voiced. Peer response groups are the most obvious instance of such learning. However, collaboration also alludes to the work of Paolo Freire (The Pedagogy of the Oppressed) and should not exclude the creation of an active, dialogic classroom and well-sequenced Academic Resource Center visits.

Critical Thought and Critique: To exist critically in the world requires that we recognize that the world is a creation, a textual creation to some extent, that is open to interpretation, critique, and revision. Through the use of surprising texts (music, TV, and so on), we impress on students that all things—not just “academic texts”—are worthy of study, interpretation, and critical response in our writing.

Interdisciplinarity, Analysis, and Synthesis: “Majors” and disciplines implicitly make us think that the world is well-bordered, e.g. that the science of artificial intelligence can learn nothing from English or that art and chemistry never touch on one another. The truth is that the world has fewer borders than it seems. Through an emphasis on interdisciplinarity, we attempt to show the world in all of its complexity. Taking thought and reasoning processes apart and putting them back together in different, meaningful ways is foundational to understanding the complexity of our physical, social, technologic, political, economic, spiritual, and cultural worlds. Thus, the analysis and synthesis of a range of texts take place as part of college essay writing.

Audience: We are devoted to creating authentic writing spaces that mirror or at least approach the complexity of real-world composition. Authentic writing spaces require serious consideration of audience needs and expectations, for without audience-aware purposes, writing remains only expressive.  

Reading: Good student writing depends on an intense, critical engagement with written texts, including those written by other students. Models of analytical thinking and meaningful communication, both by professional and student writers, remain essential in composition.

Reflection: College can be a stressful place, allowing precious spare time for reflection on how one thinks and writes, let alone on managing our daily lives. Reflection, allowing students space and time to think through their learning, is a key component of a process-based pedagogy. Revision workshop, peer response, and collaborative activities can all be structured to allow meaningful reflection.  

Information Literacy: However nuanced, we appear to live in an age defined by a glut of information. Our composition courses include instruction in the assessment, retrieval, and appropriate use of information on the web and through library databases. We work closely with Pilgrim Library personnel in order to meet this important pedagogical need.