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ERIC Number: ED199730
Record Type: RIE
Publication Date: 1981-Mar
Pages: 10
Abstractor: N/A
Reference Count: 0
Teaching Graduate Students to Teach Composition: The University of Tennessee.
Morton, Gerald W.
The University of Tennessee trains its graduate students to become composition teachers by requiring them to assist composition instructors with the teaching of their classes, to grade papers, to confer with students, to compute final averages, and to plan daily classes. The graduate assistant is also allowed in the course of a year to work closely with three different instructors, and therefore three different approaches to the teaching of composition. Graduate assistants are evaluated by the instructors that they assist and those who receive high evaluations are promoted to the stage of teaching assistant. Those who do not demonstrate the potential for being effective teachers are offered the option of continuing as research assistants or of working with a Tennessee press publication, so they can at least continue to work toward their degrees and still receive financial assistance. For those graduate assistants who are made teaching assistants, the process of preparation continues with the tutorial and evaluator/advisor programs. In the tutorial teaching assistants and instructor discuss the problems that arise based on their own teaching experiences. Finally, by having an evaluator/advisor, the student benefits from the experience of a tested instructor while also confronting independently and essentially, without direct supervision, the teaching of composition. (HOD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: University of Tennessee
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (32nd, Dallas, TX, March 26-28, 1981).