ERIC Number: ED345261
Record Type: RIE
Publication Date: 1992-Mar-20
Reference Count: N/A
Writing To Reform the English Major.
This report outlines the impact of the University of Vermont's writing-across-the-curriculum program on the development of the English major. Included in the report are: (1) a summary of the faculty writing project, with a list of premises and practices; (2) descriptions of four books published collaboratively by members of the English department and other departments at the University of Vermont: "Programs That Work,""A Community of Voices: Reading and Writing in the Disciplines,""Reading, Writing, and the Study of Literature," and "Angles of Vision"; (3) a description and schematic outline of the writing curriculum; (4) a list of guidelines for English majors at Vermont; (5) a description of a new discussion-based introductory course focusing on reading, writing, and the study of literature; and (6) a report prepared for the university administration explaining the benefits of the writing program. Also included in the report are a number of reproduced documents which are content related: an application to attend the faculty writing workshop; the covers of the four collaborative books concerning the role of writing in teaching and reading and writing about literature; a schematic of Vermont's writing program; pages from the Vermont College catalogue describing changes in course offerings; a proposal by the Writing Committee for a new writing concentration for English majors; and the results of an informal survey of both English faculty and senior English majors about their responses to the changes in curriculum. (HB)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A
Identifiers: English Majors; English Teachers; University of Vermont; Writing Development
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992). Small print on part of one page may not be legible.