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ERIC Number: ED254846
Record Type: RIE
Publication Date: 1983-Mar-18
Pages: 23
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Classification and Review of Basic Writing Rhetorics.
Hayes, Christopher G.
In a "College English" article, B. M. Kroll describes the educational and philosophical foundations of three perspectives on the teaching of writing: interventionism, maturationism, and interactionism. These three developmental perspectives offer a useful way of reviewing, evaluating, and classifying textbooks written for basic writers. The predominant philosophy of basic writing instruction is interventionism. Essentially, an interventionist sees the purpose of the teachers and textbook as being to intervene in the learning process in order to teach the conventions of acceptable form and usage. Thus, an interventionist course is teacher- and text-centered. Two interventionist textbooks are William Kerrigan's "Writing to the Point: Six Basic Steps," and J. D. Gallo and H. W. Rink's "Shaping College Writing." The maturationist perspective assumes multiple realities, individual voices, and diverse forms. The maturationist composition course centers on exploring the mind of the writer rather than on prescriptive conventions. R. B. Donald and others'"Writing Clear Paragraphs" is a maturationist textbook, somewhat similar in format to the Gallo and Rink book. The interactionist approach attempts to balance text, writer, and reader in the active process of creating a particular message in an appropriate form for an identified audience. Examples of interactionist texts include "Writing Without Teachers" by P. Elbow and "Writers Writing" by Lil Brannon, Melinda Knight, and Vara Neverow-Turk. A 24-item annotated bibliography on Basic Writing rhetorics is appended. (HTH)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Basic Writing
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (34th, Detroit, MI, March 17-19, 1983).