ERIC Number: ED198565
Record Type: RIE
Publication Date: 1981
Perspectives on Writing in Grades 1-8.
Haley-James, Shirley M., Ed.
Summarizing the best current thinking about what classroom approaches produce sound writing experiences in the first eight grades, this book offers teachers a means of checking on their own practices and perceptions about how writing can best be learned. The first chapter of the book presents a historical review of authoritative opinion regarding appropriate instruction in written composition. The recommendations of those authorities are distilled into eleven observations about effective writing instruction, and these observations, in turn, provide the philosophical framework for the remaining chapters. Chapter two cites data gleaned in a random survey of teaching practices in use in fourth grade classrooms, and suggests that while some of the teaching practices utilized are in concert with those recommended by the authorities cited in chapter one, other practices are in direct conflict with a substantial body of professional literature. Reports of other successful classroom teaching practices and writing programs are detailed in chapters three through six. These chapters discuss the importance of a specific purpose and audience for a piece of writing as well as the necessity of prewriting, rewriting, and evaluating writing. Chapter seven details the trends of writing related research in the past 50 years, the role of the classroom teacher in such research, more recent developments in research practices, and future research needs emphasizing the necessity of conducting writing research in context. (HOD)
Descriptors: Classroom Techniques, Elementary Education, National Surveys, Program Descriptions, Research Needs, Teaching Methods, Writing Evaluation, Writing Instruction, Writing Processes, Writing Research
National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 35196, $5.00 member, $5.50 non-member)
Publication Type: Books; Information Analyses
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.