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- W260202425 abstract "After ten years' experience in teaching, I am persuaded that composition is taught with less confidence and sense of direction than any other part of the curriculum known as English. Few English teachers, especially those in junior high schools, have had adequate preparation for teaching writing. In the towns where I supervise, some teachers work outside their areas of preparation and experiencea young math major assigned two classes of eighth grade English, for example; a middle-aged business teacher who, having achieved tenure, elects to junior high English now that her business courses have evaporated. Another factor widening the gap between theorists and practitioners is that most secondary school English teachers are not members of the National Council of Teachers of English, or of the NCTE's state affiliatesorganizations most closely allied with the profession. Perhaps one teacher in ten reads the English Journal; perhaps one in twenty has ever attended a state convention; and the number of teachers attending national meetings of such organizations as CEE and NCTE is surely smaller. The result of all these factors is that many teachers are probably ruled rather by exigencies (What do I do on Monday?) than by learning theory based on a decade of research in the teaching of composition. Inadequate teacher preparation, infrequent re-education through professional organizations, and the daily hassles of teaching encourage many teachers to follow textbooks unequestioningly. And when teachers teach textbooks, the textbooks in a real sense become the courses. The textbooks then determine the theoretical" @default.
- W260202425 created "2016-06-24" @default.
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- W260202425 date "1978-01-01" @default.
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- W260202425 title "Warmed Up Leftovers and Hot Apple Pie: A Report on Widely Used Secondary School Writing Textbooks." @default.
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