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ERIC Number: ED357391
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 12
Abstractor: N/A
Reference Count: N/A
Personal Histories of Four Composition Teachers: How Much Have We Changed?
Wenner, Barbara Britton
Four composition teachers (two adjunct and two full-time faculty members at a large midwestern urban university) with a combined 80 years teaching experience were interviewed concerning how they perceive and use theory in the classroom. Questions focused on three areas: what theories guided them in teaching composition; what they felt the trends were in the use of theory during their teaching career; and where they would place themselves on a "theory continuum." Illustrative excerpts from the interviews show that, despite many differences in their perceptions of theory, all the teachers were engaged in juxtaposing "a plan as to how something might be done" with their own practice, and the teachers seemed stimulated rather than strangulated by their regard for theory. Excerpts also suggest that thoughtful proliferation and evolution of theory in the classroom was the trend. Perhaps it is the tension between old and new theories and contextual awareness of what "fits" the given situation of both teacher and students that will continue to exist into the next century. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A