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ERIC Number: ED408581
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 22
Abstractor: N/A
Reference Count: N/A
A History Lesson in LITCOMP: A Nineteenth-Century Ecological Model of Writing Instruction.
Gaillet, Lynee Lewis
The pressure to get students to write effectively and to think critically, and the role that literature plays in this task, is a recurring issue in the history of English instruction. In part, this debate stems from contradictory philosophies of the goals of an introductory writing class held by both writing program administrators and composition teachers themselves. One problem in the current debate over the role of literature in composition instruction stems from having neglected to search for historical solutions to modern problems. Over 200 years ago, a pedagogical plan was designed by George Jardine, Professor of Logic and Philosophy, University of Glasgow, Scotland (1774-1824) for integrating composition and the study of English literature. Jardine developed his theories out of his own observations about how students learn. His plan encourages students to think critically and to write well in their other classes. Jardine's classes included daily free writing exercises, sequenced essay assignments, peer evaluation, and the study of literature models to facilitate the development of communication skills, helping students to function in and contribute to society. Unfortunately, the renunciation of 19th-century educational theories and practices in Scotland created a gap in the scholarship of the history of rhetoric, so that Jardine is not well known. And it is by studying historical solutions to modern problems that theoretical depth and philosophical breadth is given to today's classroom practices. (Contains 29 references.) (CR)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A