ERIC Number: ED199708
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
Sequencing and Branching: Implications for Theory and Practice.
MacKay, Carol Hanbery
The theory behind curriculum branching (course options extending from the core curriculum) shows how such extensions can aid the writing curriculum by fruitfully integrating branching into the sequencing of writing courses. The theory first reminds educators of the complex mix of developmental factors and individual differences--of step-by-step procedures and intuitive leaps within specified frameworks. Second, it shows that the nontraditional workshop approach is hardly at odds with branching, for self-pacing and the use of adjunct courses fit into the larger view of sequence and hence sequential branching. This revitalized concept of branching can support both sequencing and individualized instruction by strengthening the ideal behind each concept and by uncovering individual sequences. The mere fact of pluralism does not guarantee that individual differences will be acknowledged and worked with, but branching built into an overall sequential writing program encourages an increased degree of self-awareness and individual growth. Based on this theory, three steps for integrating branching into writing sequences arise. Speaking to the issues of informed alternatives, individualized learning, and the goals of writing sequences, these recommendations are as follows: writing teachers need (1) to clarify the structure underlying the writing program and communicate it to the students, (2) to consult process as a guide to overall sequence, and (3) to build toward a final writing course that unites maturation and motivation with cumulative skill. (RL)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Curriculum Theories
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (32nd, Dallas, TX, March 26-28, 1981).