20th Century Perspectives on Teaching Written Composition in the Elementary School: A Review of Authoritative Opinion.

Autor/in	Haley-James, Shirley M.
Titel	20th Century Perspectives on Teaching Written Composition in the Elementary School: A Review of Authoritative Opinion.
Quelle	(1978), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Curriculum Development; Educational Attitudes; Educational Trends; Elementary Education; English Instruction; History; Teaching Methods; Writing (Composition); Writing Processes + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsentwicklung; Elementarunterricht; English langauage lessons; Englischunterricht; Geschichte; Geschichtsdarstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung
Abstract	A committee of the National Council of Teachers of English collected data on the elementary composition teaching perspectives observed in literature between 1900 and 1950. The committee's report on two categories of their collected data--position statements and state-of-the art reviews--shows that English teachers have trended from emphasizing formalized writing and formal grammar to emphasizing the social needs that written expression fulfills ("maximum essentials") and the applications of grammar principles ("minimum essentials" such as spelling and punctuation). Although teaching theory has been cyclical overall, shifting in degrees of attention to formal writing, grammar, mechanics, and social context, the social needs composition curriculum approach has steadily gained strength throughout the fifty years. This approach couples preparatory oral language experience (also called "prewriting" or "prevision") with an attempt to adapt written work to the needs of a particular audience. Sterling Leonard was one of the early proponents of prewriting and social context, and current theory reflects his work. As a result of this literature review, one committee member notes the time lag between the publication of position statements and the appearance of associated teaching materials; evidently English teachers need to increase their communication with one another to put theory and research into practice quickly. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01