compositionist

com·po·si·tion·ist

 (kŏm′pə-zĭsh′ə-nĭst)
n.
One who teaches rhetoric or expository writing, especially in an academic setting.
References in periodicals archive ?
The five paragraph theme is probably still the dominant model, even though it is politely dismissed by compositionist and rhetoricians.
Janet Emig (who began her career in English Education and only later in her career came to identify as a compositionist [see e.
Jackson became a real compositionist only when he began to follow his heart: discovering he had a voice and vision worth sharing, then realizing he had to abandon his struggle for the correct line and embark on the search for a personally useful and perfectible line to perfect his inner vision.
compositionists "do not often report being in the position of adapting teaching practices from these other countries around the globe" ("'Internationalization'" 220).
Marilyn Cooper began advocating for what she called "ecocomposition" in the 1980's, calling for a turn in composition theory away from the exam ma lion of the author as a solitary individual to a model of writing based on social beings located in a web of interdependent systems, prompting other compositionists such as Johnathon Mauk and Nedra Reynolds to focus on not just the "how" of writing instruction, but the "where.
Therefore, Micciche's project is to render the role of emotion intelligible in, and integral to, multiple settings; she responds to the ways that compositionists either take emotion for granted, utilize it in the classroom in limited ways, or both.
Essentially, Alexander charges all compositionists with the responsibility of teaching critical (re)reading and (re)writing skills that transfer into the critical thinking skills necessary to navigate all modern rhetoric.
In the pedagogical third of our scholarship, compositionists learn not only to design syllabi and assignments that will meet educational goals for students who will need to argue, research, and write at the postsecondary level, but also to establish criteria and develop techniques for useful evaluation of student performance.
There are also a number of books that discuss how best to teach reading and writing, such as works by compositionists Peter Elbow and Donald Murray.
Recently the rhetorical canon of delivery--originally developed by ancient orators to refer to the physical and embodied performance of speeches--has been revised by compositionists attempting to integrate rhetorical theory, composition, and new media studies.
Today, compositionists join in the debate: should writing be taught with pencil only?
Compositionists fight against negative labeling and stereotyping of marginalized groups of students, however, so why should we accept the stereotype of the honors student who excels because of socioeconomic circumstances, who breezes through introductory classes, and who writes more skillfully than other freshmen?