Aiming for Excellence in Freshman English.

Autor/inn/en	Westcott, Warren; Ramey, Betty
Titel	Aiming for Excellence in Freshman English.
Quelle	(1993), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; English Curriculum; English Instruction; Freshman Composition; Higher Education; Process Approach (Writing); Program Design; Program Development; Teaching Methods; Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; English langauage lessons; Englischunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prozessorientiertes Schreiben; Programme design; Programmaufbau; Programmplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit
Abstract	A difficult task facing college English departments is the creation of a freshman English program that is coherent and theoretically sound and which allows instructors a certain flexibility. Recently, the English department at Francis Marion College undertook a major revision of its freshman program with these goals in mind. The result was a sequence of four distinct composition courses within a single conceptual framework. This sequence is based upon two concepts: decentering as described by James Berlin and the basic communications triangle described by James Kinneavy. The sequence moves from "I"-centered or expressive writing, to "you"-centered or transactional writing, to "they/it"-centered or referential writing. Another essential aspect of the sequence is a focus on critical thinking and research skills. Each section of the sequence develops its own writing laboratory. Specific guidelines and procedures insure that student tutors are capable and well-trained, and close supervision maintains accountability. Students in the freshman sequence are required to make use of the pertinent writing labs, thus allowing them to develop process writing skills. Each section of a given semester course has specific tasks that the student carries out either in the lab or in conjunction with it. Overall, the program has succeeded for several reasons: meaningful guidelines are provided, a clearer sense of progress is fostered in the students, and most freshmen receive significant individual attention to their writing. (HB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC