Part 1: Current Traditional Rhetoric (19th century to 1960s)
Product to Process
Part 2: The Writing Process Movement (1960s to 1990)
Process to Context
Part 3: Post-Process (1990 to present)
I could have students read articles which embody the various positions on writing espoused during these periods. It's interesting to think about how these movements argue for paradigms, ways of thinking about how writing works and that discovering these arguments and having students examine them might be useful. We might also discuss the way that these paradigms don't die and exist simultaneously. Current Traditional Rhetoric is still with us. Among a large cohort of writing teachers, process approaches are still the prevalent way of teaching. Post-process has gotten hold, but certainly not successfully changed public perceptions about how writing works.
Bawarshi's organizing question might be a useful one here: What is involved when we say what writers are doing and why are they doing it? (50)
