![]() A community might collaboratively compose a document to convey their position on an issue, like this statement other writers might use collaboratively composed documents to create their own compositions. A student might compose a series of equations to think through a difficult mathematical problem for herself as part of an exam the same student might compose these equations in a lab notebook for others to understand a complex reaction. ![]() A writer might compose a blog entry to share news about an important event to an audience of readers whom she has never seen alternatively, she might write about this event for herself in a private notebook that only she reads. Composition takes place across a range of contexts and for a variety of purposes. “Writing” refers to the act of creating composed knowledge. The statement concludes with implications for teachers of writing (and writers) based on the principles. ![]() Each section of this statement provides a brief definition of principles for understanding and teaching writing and provides resources for additional information. The statement is organized into three sections that outline, in broad strokes, what the research literature tells us about writing and the teaching of writing. This statement, formerly known as Teaching Composition: A Position Statement (1985), was revised in November 2018 with the new title Understanding and Teaching Writing: Guiding Principles.
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