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ERIC Number: ED420869
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
Storying the (Military) Academy: Transforming Soldiers into Writing Teachers.
Hudley, Janice Edgerson
Through the examination of case studies, this paper discusses a method in which the English Department at West Point can improve their junior military instructors' preparation to teach composition. Twelve departing and incoming instructors were surveyed on the quality of the preparation for teaching they received. Most were generally supportive of New Instructor Training as currently conducted; most agreed that they needed both theoretical and practical knowledge of teaching composition. Several mentioned that they found themselves "reinventing the wheel" as they went through the freshman writing course (EN 101) their first semester. The instructors were grateful for the structured syllabus provided by the course director, but one lamented that cadets were not prepared for freshman composition. One expressed dismay at the subject matter; another felt that the cadets did not take the course seriously. Not one of last year's six new instructors felt well prepared to teach composition at West Point. All six believed that some changes need to be made in teacher preparation--two advocated complete overhaul of the program. Two instructors volunteered as "guinea pigs" for case studies, because they wanted feedback on their planning and classroom effectiveness. Both instructors made substantive revisions in the syllabus, changing the course to fit their understanding of the preparation cadets would need. West Point's strength is that it has a self-renewing faculty which provides insight into the types of writing students can reasonably expect to do during military service. (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A