Literaturnachweis - Detailanzeige
| Autor/in | Jones, Joseph |
|---|---|
| Titel | Muted Voices: High School Teachers, Composition, and the College Imperative |
| Quelle | In: Writing Instructor, (2007), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1945-3248 |
| Schlagwörter | High Schools; College English; Writing (Composition); Secondary School Teachers; English Teachers; Academic Discourse; Writing Instruction |
| Abstract | The early stratification among what one might now label the primary, secondary, and postsecondary levels of education persists. There are pertinent developmental and cognitive considerations that account for many of the distinctions among what is taught at each level. Yet within the discipline of English, always tentatively, provisionally defined by those who teach it, the relationship between college English and high school English has been marked by disputation and dismay. Those in college often feel under-served by the efforts of their colleagues in the high schools; high school teachers often feel belittled or ignored by their colleagues in college. As a means of exploring this, the author surveyed high school English students and teachers. He was particularly interested in hearing the voices of teachers and what they had to say about the teaching of writing and wonders how their perceptions of college writing did--or didn't--influence or affect their work. (ERIC). |
| Anmerkungen | Purdue University (with California State University, San Marcos). Department of English, 500 Oval Drive, West Lafayette, IN 47906. Tel: 765-494-3772; Fax: 765-494-3780; Web site: http://www.writinginstructor.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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