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ERIC Number: ED359511
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
The Uses and Limitations of the Writer's Personal Experience in Writing Theory, Research, and Instruction.
Stotsky, Sandra
National Writing Project reports show that writing process institutes and workshops have effected some positive changes in attitudes toward personal writing. The many teacher-written articles appearing in professional journals attest to the use and benefits of personal writing in the classroom. Nevertheless, there is still no evidence that whatever has taken place in writing or content-area classrooms as a whole in the last two decades has improved student writing or content-area learning. The lack of positive evidence from existing research as well as the absence of truly cogent research on the subject is striking and must, until proven otherwise, constitute negative evidence on the usefulness of personal writing. Much criticism of the personal narrative is coming from university researchers and scholars; K-12 teachers either have not raised their voices or, if they have, have not sought or found publication. Why are there so few teacher-written articles pointing out problems with an emphasis on experience-based writing? Perhaps highly touted pedagogical ideas cannot be evaluated by K-12 teachers until university researchers and scholars begin to criticize them. Professional organizations urgently need to find ways to encourage and present ongoing critical dialogues by K-12 teachers on the pedagogical beliefs and practices advocated by university researchers and scholars, no matter how reasonable and appealing these beliefs and practices may seem. (Contains 48 references.) (SAM)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A