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ERIC Number: ED176296
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
The Composing Process: What We Know/What We Tell Our Students.
Ede, Lisa S.
Empirical and theoretical research and a teacher's own writing experience provide equally valuable resources in the composition classroom. Current research on the composing process suggests a conceptual change from that of a rigid sequence of clearly demarcated stages to a more recursive, hierarchically structured model. Until recently, the role of invention in writing has been ignored. One of the most serious effects of the current/traditional model of the composing process has been its negative influence on students' psychological expectations and attitudes. The teacher's function as a role model is critical in introducing students to the composing process by sharing with them a retrospective protocol of writing experiences, including copies of all scraps and rough drafts. Class members can then be asked to write their own retrospective protocols of the processes they follow in composing. Other methods include reading anecdotes by professional writers about their writing habits and asking ordinary people whose careers involve a fair amount of writing to talk to students. Student writers need to be reminded of the need for flexibility and common sense as they approach the writing process. Implementing these methods may be impeded by large composition class loads, the current teaching assistant system, dependence on part-time staff, and the low regard with which composition teaching is often held by English instructors. (AEA)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (30th, Minneapolis, Minnesota, April 5-7, 1979)