From the English 513: Composition Theory canvas home page: 

"In this class, we will examine the history of composition and learn about composition theories and approaches to teaching writing from the past century. John Brereton noted that “historians of composition have created the single most impressive body of knowledge about any discipline in higher education,” so we should spend some time examining and analyzing that body of knowledge and try to avoid pedagogical and scholarly approaches to teaching writing that have proven to be lacking, uneventful, and inefficient. Educators teaching writing should focus on researching and developing composition theories that have had some proven success (Brereton, p. xiv)." -Dan Martin

Throughout the course, I reflected on multiple readies and composition theories. As an English 101 teacher, I reflected on how the theories could be implemented or avoided in my classroom.

Now, reflecting on the writing center learning environment, I am considering how the writing center is situated in relation to the history of rhetoric and composition. I often revisit my canvas posts and my peers' posts on our shared discussion boards. CTR provides some context on how English has been used as a gatekeeping mechanism in universities since composition's invention, resulting in some deeply embedded systemic prejudices and oppressions. I also reflected on how expressivism, post-process theory, and activity analysis connect to emerging writing center theory and models. The drop-down menu under this tab provides a chronological tour of the prominent discourses around composition and rhetoric theory throughout American history.