ERIC Number: ED215358
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Do as I Say and (Not?) as I Do or How Teachers of Writing Write.
An informal survey was conducted of high school and college English teachers to examine whether they taught writing the way they actually wrote or by some other method. In response to a question about the piece of writing each teacher regarded as his or her best, all considered the best pieces to be undergraduate or graduate school assignments, motivated by forces other than the self. Most said that they worked under the pressure of deadlines, but unlike students were better predictors of how much time they needed to complete a task and were better managers of that time. This finding suggests that giving students controlled, well-paced, sequenced deadlines is a legitimate and fair method for getting them started and keeping them going. The survey revealed that many teachers did not write with ease and that some disliked writing. Such a confession to students might be very motivating. Finally, most teachers who answered the survey indicated that the circumstances in which they wrote were usually very confused and often involved a great deal of procrastination. It may be a source of amusement and, subsequently, inspiration to students to learn that English teachers, though organized and efficient in the classroom, sometimes generate mass confusion while writing in the seclusion of their own homes. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (33rd, San Francisco, CA, March 18-20, 1982).