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ERIC Number: ED192333
Record Type: Non-Journal
Publication Date: 1979-Nov
Pages: 43
Abstractor: N/A
Reference Count: N/A
Teaching College Students How to Write: Training Opportunities for Document Designers.
Redish, Janice C.; Racette, Kathryn
A variety of college writing programs was surveyed and evaluated for examples of approaches to the teaching of the writing process in expository, business, professional, and technical writing. Some of the findings are: (1) Freshman composition teachers are focusing more on teaching the composition process than they were before, but one course in the freshman year is hardly enough training to make a student a skilled writer. (2) Advanced composition courses are becoming more popular, but there is a lack of definition of what advanced composition should cover. (3) Writing labs are available now at most schools, concentrating on teaching the mechanics of correct grammar for underprepared students. (4) "Writing across the curriculum" is a catch phrase covering several ways to involve non-English teachers in the teaching of document design skills. This interdisciplinary approach is the one most likely to have an effect on student awareness of the importance of writing ability. (5) Technical writing is the most appropriate model for a classroom-based course that directly teaches the composition process, including audience awareness, stylistics, use of graphics, and review, but few nontechnical students take such a course. (6) There is great potential in graduate writing programs, because the few programs now operating at that level differ not only in focus but also in quality. (RL)
Publication Type: Reports - Research; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: American Institutes for Research, Washington, DC.; Siegel & Gale, Inc., New York, NY.; Carnegie-Mellon Univ., Pittsburgh, PA.