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ERIC Number: ED411515
Record Type: Non-Journal
Publication Date: 1997-Mar-13
Pages: 17
Abstractor: N/A
Reference Count: N/A
"This is Chemistry, Not Literature": Faculty Perceptions of Student Writing.
Zerger, Sandra
A preliminary study examined what kind of writing goes on at a the university: what faculty assign; how they see the function of writing; and what they see as "good" writing. Survey respondents were 1300 regular faculty and teaching assistants in the liberal arts and sciences, with follow-up interviews of 17 selected faculty. The 103 item survey and interviews were voluntary; the return rate was almost 15% (107 of 562 faculty and 84 of 741 teaching assistants). Results indicated most faculty's use of writing in the classroom is of the learning-to-write variety--only sparse samples of writing-to-learn practices were found. Findings suggest that, while some faculty are concerned about writing, they may not be able to make their implicit understandings of writing explicit; nor are all aware of the broader potential of writing for their teaching. Faculty vary in how they view the function of writing: many regard it as a way for students to display what they know in the course; a few see it as a way for students to learn what they did not know before; and some understand it to be an intrinsic element of their discipline. The language teachers used to characterize good writing varied by discipline; those in the arts used words like "creative,""imaginative"; those in the humanities used "vivacious" and "eloquent"; those in the sciences used "analytical" and "theory-driven." (Contains 9 references, an outline, and a factor analysis of terms for "good writing".) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A