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ERIC Number: ED245247
Record Type: RIE
Publication Date: 1984-Mar-29
Pages: 12
Abstractor: N/A
Connections, Contexts and Curriculum in Composition.
Chiseri-Strater, Elizabeth
Literacy studies of young children imply that college teachers need to be able to make a connection between what the students bring to the composition classroom and what they are writing in the university. Teachers need to discover students' writing backgrounds, the anxieties, rules, and attitudes they bring to the classroom. In addition, research must be designed to inform composition teachers about the particular needs of college writers. Studies should be designed to include the context of the classroom itself. Closely related to the problem of research is the issue of designing curriculum. Too often curricula are shaped by the results of major studies, which have included neither the teacher who will use the material nor the students for whom it was designed. At the college level many assumptions about writing development are based on teachers' acceptance of a totally untested theory of cognitive development. The best curriculum models seem to be those that allow students at all levels to try out a variety of forms of writing for a variety of audiences, including opportunity for experimentation and taking risks. Until research in college composition moves more toward context-based findings, teachers would do well not to lock students out of any mode of discourse for fear of limiting them. (HTH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (35th, New York City, NY, March 29-31, 1984).