ERIC Number: ED186943
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Teaching Teachers to Write: The Tutorial Approach.
In a summer institute, secondary school writing teachers improved their teaching and writing skills through teaching writing by the direct method and through participating in weekly writing tutorials. Too often, writing is taught through such indirect methods as work with grammars, rhetorics, and heuristics, which seem more attractive to teachers than working directly with student writers in the actual business of writing. However, the training of writing teachers should encourage the teaching of writing by the direct method--and the most direct method is the writing tutorial. In the summer institute, teachers acted as editors during writing laboratory classes for high school students, and they participated in post-practicum sessions stressing the diagnosis of particular examples of student writing. They also spent eight hours each week in expository writing on self-chosen topics and were tutored by institute staff members in open-ended tutorials emphasizing direct response to the writing at hand, examination of all rough drafts of a piece of writing, and sharing of writing by tutors. Teachers' essays were published in two volumes during the institute. A formal evaluation of the institute, which included a full-year follow-up, suggested that the institute had been remarkably effective in changing the teaching and editing behaviors of the teachers, as well as their attitudes toward themselves as writers. (GT)
Descriptors: Experiential Learning, Expository Writing, Feedback, Higher Education, Inservice Teacher Education, Institutes (Training Programs), Program Effectiveness, Program Evaluation, Secondary Education, Secondary School Teachers, Summer Programs, Teacher Attitudes, Teacher Behavior, Tutoring, Writing (Composition), Writing Instruction
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing for Publication
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (31st, Washington, DC, March 13-15, 1980).