Literaturnachweis - Detailanzeige
| Autor/in | Shafer, Gregory |
|---|---|
| Titel | Standardized Testing and the College Composition Instructor |
| Quelle | In: Teaching English in the Two-Year College, 32 (2005) 3, S.238-246 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6291 |
| Schlagwörter | Stellungnahme; Standardized Tests; Writing Tests; Writing (Composition); Writing Instruction; Writing Processes; College Faculty; English Teachers; Community Colleges; Secondary Education |
| Abstract | Thirty years ago, Peter Elbow wrote "Writing without Teachers" and ushered in the process, heuristic approach to language pedagogy. Most distinctive about Elbow's book--and the plethora of others that would follow--was the invitation to allow writing to evolve, to develop, and to grow as a living organism. Suddenly, teachers were supplanting grammar books with exercises in brainstorming, clustering, and freewriting. Elbow's admonition that writers must give their words time to "cook and grow" captured the notion that composition--like reading--is an active, dynamic set of stages that are forever tied to the artist's psycholinguistic endeavors. The author of this essay contends that, today, as the movement begins its fourth decade, it seems to be threatened by the looming presence of political agendas that, while seeming innocuous, could undermine the concept of writing as a student-centered, poetically driven endeavor. Terms like "accountability" and "objective assessment" are being reprised by many educators as they respond to President Bush's call for national testing at the K-12 levels. And as these test-driven movements begin to take shape and become ensconced in the curriculum of high school writing classes, student writing becomes more teacher-centered, more constrained, and less rooted in personal discovery and process. For those who will one day teach these students and expect them to compose with the autonomy and freedom of the creative artist, the movement to test and reduce composition to quantitative terms becomes more disquieting and deleterious. The author asserts that it is time for teachers to become more cognizant of writing and testing in high schools, and suggests some steps that can be taken to ameliorate this dilemma. (ERIC). |
| Anmerkungen | National Council of Teachers of English. 1111 W. Kenyon Road, Urbana, IL 81801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Fax: 217-328-9645; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
