They take issue with Downs and Wardle's "dismissal of the importance of teaching situated procedural knowledge",  most notably the rhetorical situation. Research assignments are heavily geared toward primary research, inviting students to generate knowledge rather than ape it. In an article titled "Seeing is Believing: Writing Studies with 'Basic Writing' Students," Charlton reports that some see value in teaching first-year composition from a cultural studies approach because not only does this allow for composition instructors to teach what they love, but the types of reading promote critical thinking and analysis—two goals many first-year composition courses have.
This pedagogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition.
After all, it tends to be helpful to have teaching and learning resources that closely match pedagogical strategies. What do you think about what Downs and Wardel stated in this article? And I wonder how differently our students might understand writing if they had similar opportunities.
Stephanie asked them to complete 3 excersises like haas and flower did.