ERIC Number: ED248542
Record Type: RIE
Publication Date: 1984-Mar-29
Reference Count: 0
Language Development in Young Children and in the Composition Class: The Role of Pragmatics.
Hunt, Russell A.
Studies in developmental pragmatics have demonstrated that language learning is a fundamentally social (rather than fundamentally cognitive) phenomenon. It would seem, then, that teachers of writing need to find ways to create situations in which written language serves purposes the students see as real and is supported by an authentic, pragmatic structure of intentions. One pedagogical approach might be a course with its own "subject matter," in which written language is introduced in a functional way into the communal learning situation. Some of the characteristics for this situation in an introductory literature course might include the following: (1) assignments in which students report to the other students--via photocopied and distributed short exploratory writing assignments--on segments or aspects of a common subject; (2) assignments in which students construct precis of articles or literary works for the use of the rest of the class who have not read those particular works; (3) situations in which spontaneous exploratory writing is circulated and responded to; (4) situations in which students respond in writing to comments on their work or their ideas by the instructor, and in which the instructor uses writing to respond in turn; and (5) situations in which the instructor does not merely describe what sort of rhetorical stances are possible or what organizational strategies might be useful in a specific situation, but actually models them by participating in the writing community--by performing the same tasks for the same purposes. (HOD)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: 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 (35th, New York City, NY, March 29-31, 1984).