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ERIC Number: ED378585
Record Type: Non-Journal
Publication Date: 1994
Pages: 7
Abstractor: N/A
Reference Count: N/A
The Writing Curriculum in the Rural School.
Ediger, Marlow
Writing, one of the three r's, must receive major emphasis in teaching-learning situations. Writing should permeate all curriculum areas. Both practical and creative writing need adequate emphasis. The student should be involved in selecting objectives, learning opportunities, and appraisal procedures. The writing teacher then becomes a guide, stimulator and resource person. Creative writing must place adequate emphasis on the poetry facet of the curriculum. The teacher needs to read orally to learners diverse kinds of poetry. Students should then have adequate chances to read these same kinds of poetry. Also, students need to experience that which is understood and comprehended. Rote learning and memorization do not harmonize with creative endeavors. Learners must make sense from what is being studied. For example, if students are studying the writing of tall tales, they must realize what encompasses this type of creative writing from other kinds of prose. Further, to develop interest in writing, the teacher must use procedures in teaching which cause students to attend and establish set. The learner and the curriculum must become one and not separate entities. Some possible exercises are the following: (1) students brainstorm a superhuman person by viewing an illustration showing a person at work; (2) students tell about a task that seemed impossible to complete; (3) students explain how in supernatural ways the task was completed. Rural school pupils need to attain optimally in the writing curriculum. (TB)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A