Teaching paradigms of composition

So, next fall I am slated to teach the first Issues in Composition course. In the spring, I am slated to teach the graduate course in composition theory. An interesting way of thinking about how to structure this course has occurred to me this morning as I have been reading Anis Bawarshi's Genre and the Invention of the Writer. The relevant section comes on p. 51 in the section called "The Process Movement in Composition: Reclaiming Invention." The structure that occurs to me as I read this passage, a way of organizing a course on composition (history? theories of invention?):

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)