Abstract
Drawing on my experiences at a teaching-focused university, I show how locating the health humanities in first-year or introductory composition courses improves learning and offers an economical, flexible, and far-reaching approach to bringing a health humanities education to all baccalaureate-level learners, regardless of whether they aspire to careers in the health professions. In terms of improving learning, health humanities composition courses support the disciplinary aims of both fields. Accessible, relevant issues in the health humanities, such as interventions in health debates or representations of illness and healthcare settings, nourish the cognitive and social conditions needed to develop college-level writing skills. The health humanities’ emphases on interdisciplinarity and suspending judgment also inform students’ writing abilities. Composition trains students to write rhetorically by considering purpose, context, genre, mode, and other factors when addressing an audience. This approach to writing helps pre-health humanists communicate intentionally and compassionately about health topics as well as the larger issues they call into question. Because students enroll in health humanities composition courses at an early, formative moment in their studies, they are poised to carry or “transfer” their knowledge to other courses, including those that might prepare them for the workforce.
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1 These courses, then, differ from traditional “writing across the disciplines” courses, which exist outside of English/Composition and Rhetoric departments and serve upper-level undergraduates who already have earned first-year writing credit, however that may be defined.
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Rubens, A. Uniting the Pre-Health Humanities with the Introductory Composition Course. J Med Humanit 38, 361–371 (2017). https://doi.org/10.1007/s10912-017-9444-6
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DOI: https://doi.org/10.1007/s10912-017-9444-6