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ERIC Number: ED236694
Record Type: RIE
Publication Date: 1983-Mar
Pages: 20
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Interdisciplinary Connections among Writing Theories and Teaching Practices.
Sipple, Jo-Ann M.
Instructors' knowledge of linguistics can affect the way they teach writing. For example, in traditional linguistics, O. Jespersen's important contribution is his descriptive rather than prescriptive study of English in a historical context. Writing teachers influenced by Jespersen will place students in writing situations where they do not rely on their conscious attention to prescriptive rules but rather practice writing according to the norms of acceptable prose. In structural linguistics, L. Bloomfield's and C. C. Fries' form classes may influence teachers to describe words and word sequences according to their functions and position in sentences. While ideas from transformational-generative grammar may seem more remote to teaching writing, the concept of linguistic competence offers a good rationale for engaging students in writing tasks without offering them any prior, formal instruction in grammar. These connections between linguistic theories and teaching practices offer teachers a wealth of resources for creating writing pedagogies. One pedagogical model for writing that can help teachers plan their program is rooted in such linguistic theories as multidialectalism, code-switching, and sentence pattern analysis as well as in learning theories such as transfer learning, operant conditions, and sequencing. Such model building allows teachers to discover theories in writing education and translate them into justifiable teaching practices. (HOD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Theory Practice Relationship
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (34th, Detroit, MI, March 17-19, 1983).