Writing Template.pdf
(
41900 KB
)
Pobierz
15154838 UNPDF
Copyright ® by the University of Michigan 2007
All rights reserved
ISBN-10: 0-472-03193-7
ISBN-13: 978-0-472-03193-1
Published in the United States of America
The University of Michigan Press
Manufactured in the United States of America
® Printed on acid-free paper
2010
2009
2008
2007
4
3
2
1
No part of this publication may be reproduced, stored in a reuieval system, or transmitted in
any form or by any means, electronic, mechanical, or otherwise, without the written permission
of the publisher.
The Writing
Template Book
The MICHIGAN Guide to Writing Well and
Success on High-Stakes Tests
Kevin B. King
Northern Essex Community College
New Hampshire Community Technical College
Foreword by Ann M Johns
San Diego State University
Ann Arbor
THE UNIVERSITY OF MICHIGAN PRESS
FOREWORD
During my more than 30 years of teaching writing to international,
bilingual, Generation 1.5, and other students, I have been introduced
to, and attempted, all of the major pedagogical approaches. In the
1950s and early '60s, when the teaching of writing became an issue sep-
arate from the teaching of language, we were introduced to the current-
traditional methods, product-based approaches in which focus on
correct form dominated our work (see Johns 1997). When writing mat-
tered and wasn't just a reflection of speech (see the audiolingual
method), we were interested, first of all, in perfect representations of
words and sentences. Weiderman (2000) refers to this period in lan-
guage teaching history as "scientific": teachers "proceeded in a lockstep
fashion, teaching bits of language from the grammatically simple to the
grammatically more complex" (5). Our colleagues in first language
composition and the work in contrastive rhetoric also introduced us to
simple discourse forms. Comparison-contrast, cause-effect, and narra-
tive were three forms that we taught, in a lockstep manner, as structures
for essays. There seemed to be only one ESL (and novice student) com-
position book,
American English Rhetoric
by Robert Bander, published by
Holt, Rinehart, and Winston, that we were given to use in our composi-
tion classes. A typical chapter title was "The Expository Composition:
Developed by Comparison and Contrast."
Influenced in the 1960s by world events and remarkable changes in
the United States, we began to question the approaches that concen-
trated solely on form and correctness, considering them to be too
constraining for the students we were attempting to liberate. Thus, there
occurred in composition instruction (and elsewhere) a major paradigm
shift: from focus on perfect sentences and perfectly structured texts to the
students, writers drafting and redrafting their assignments to solve
rhetorical problems through texts. The learner-centered "process" move-
ment, which continues to be basic to many composition programs,
concentrated its efforts upon developing the learners' search for mean-
ing and their writing processes. Rather than devoting time to perfection
in student writing and stamping out errors, the teachers encouraged
vi Foreword
meaning-making, drafting, revising, and redrafting, all taking place in a
collaborative environment where students peer reviewed each other's
work. Students were encouraged throughout the process to reflect, thus
developing a metacognitive awareness of their individual ways of
approaching, and solving, their rhetorical problems. For some students
and many teachers the process movement has, in fact, been liberating.
As we now know so well, perfection and form are not all there is to
successful writing.
However, there's another side of the process story that needs to be
considered as we teach novice and second language students, many of
whom do not yet control the registers or syntax of academic or profes-
sional Englishes. Jim Martin (1985), an Australian theorist, argues that
the process movement has benefited only certain groups of students:
those who are sufficiently familiar with the text products ("the genres")
required in professional or academic context. Martin maintains that
process approaches "promote a situation in which only the brightest,
middle-class, monolingual students will benefit" (61) since they are the
ones who have already begun to be initiated by their families or their
elite schools into the academic and professional discourse communities
they plan to enter. As Anyon (1980) and others have noted, most
schools are already structured by social class, preparing selected
students for certain types of professional lives. Support of these class dis-
parities has no place in our composition programs.
So what do we do? We attempt, in some way, to close the gaps
among rich, middle class, and poor as well as between those who speak
and write English in various registers with ease and those who don't. In
the theory and practice that is typical of post-process methodologies, a
variety of pedagogies designed to achieve these ends have been devel-
oped. Some of those efforts follow the work of the New Rhetoricians in
North America (see, e.g., Coe 2002), individuals who believe that to
understand writing, a person must first understand the context and
community in which the writing takes place. Others, such as the
Australians and English for Specific Purposes practitioners, argue that
we must teach the functional relationships between what a text should
do linguistically and its purposes for the communities in which it will
be read or published. In the Australian context (see Feez 1998), curric-
ula have been designed to demonstrate these functional relationships at
the text ("genre") and sentence levels. Both text structure and syntax are
shown as contributing to success of a text in a specific context.
The Writing Template Book
addresses the needs of students who are
preparing for high-stakes assessments in contexts where they have
Plik z chomika:
zuleczka
Inne pliki z tego folderu:
British Politics, Authorities, Law (1).pdf
(1048 KB)
Grammar Revision, Word Formation & Transformations (1).pdf
(1942 KB)
Total English_Unit_03 [Vocab].pdf
(49 KB)
Total English_Unit_04 [Vocab](1).pdf
(91 KB)
Total English_Unit_04 [Vocab].pdf
(91 KB)
Inne foldery tego chomika:
szkoła
Zgłoś jeśli
naruszono regulamin