Lindemann Chapter 15

This chapter in designing writing courses states that “All writing courses share a common goal: giving students enough guided practice in composing that they become more fluent, effective writers at the end of the course than they were at the beginning” (254). Lindemann discusses what-centered courses and how-centered courses. She takes issue when the writing course simply focuses on just one or the other. Obviously, each has worth, but I would say that when combined together they become more productive methods. For example, what-centered courses are useful as when the student gains practice in writing modes such as argumentation or exposition; likewise, process is useful in learning about the “how” of writing because it gives the student an invaluable tool in which to practice and frame her composition practice. But what is wrong with combining both? Doing so gives the student rhetorical flexibility as well as techniques and tools in shaping the language to achieve such rhetorical flexibility.