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The author argues that first-year students understand “writing” narrowly and that introductory writing courses should deepen that understanding. The article describes class projects designed to help students see themselves as authors (closely related to “authorities”), create a “community of dissensus,” and raise awareness of ideology—their own and others'.

The author argues that first-year students understand “writing” narrowly and that introductory writing courses should deepen that understanding. The article describes class projects designed to help students see themselves as authors (closely related to “authorities”), create a “community of dissensus,” and raise awareness of ideology—their own and others'.