A Study of the Teaching of English Composition in Teachers Colleges in the United States PDF Download
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Author: Leon Renfroe Meadows
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 112
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Book Description
Author: Leon Renfroe Meadows
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 112
Get Book Here
Book Description
Author: Leon Renfroe Meadows
Publisher:
ISBN:
Category : Academic writing
Languages : en
Pages : 0
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Book Description
![A Study of the Teaching of English Composition in Teachers Colleges in the United States. With a Suggested Course of Procedure, Etc. [A Thesis.]. PDF](https://books.google.com/books/content/images/frontcover/xw0iMwEACAAJ?fife=w80-h100)
Author: Leon Renfroe MEADOWS
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 95
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Book Description
Author: Leon Renfroe Meadows
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Leon Renfroe Meadows
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
![A Study on the Teaching of English Composition in Teachers Colleges in the United States... by Leon Renfroe Meadows... [A Thesis.]. PDF](https://books.google.com/books/content/images/frontcover/FJx9QwAACAAJ?fife=w80-h100)
Author: Leon Renfroe Meadows
Publisher:
ISBN:
Category :
Languages : en
Pages : 97
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Author: Modern Language Association of America. English section
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 26
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Author: Linda Harklau
Publisher: Routledge
ISBN: 1135678596
Category : Education
Languages : en
Pages : 462
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Book Description
An increasing number of students graduate from U.S. high schools and enter college while still in the process of learning English. This group--the "1.5 generation"--consisting of immigrants and U.S. residents born abroad as well as indigenous language minority groups, is rapidly becoming a major constituency in college writing programs. These students defy the existing categories in most college writing programs, and in the research literature. Experienced in American culture and schooling, they have characteristics and needs distinct from the international students who have been the subject of most research and literature on ESL writing. Furthermore, in studies of mainstream college composition, basic writing, and diversity, these students' status as second-language learners is usually left unaddressed or even misconstrued as underpreparation. Nevertheless, research and pedagogical writings have yet to take up the particular issues entailed in teaching composition to this student population. The intent in this volume is to bridge this gap and to initiate a dialogue on the linguistic, cultural, and ethical issues that attend teaching college writing to U.S.-educated linguistically diverse students. This book is the first to address explicitly issues in the instruction of "1.5 generation" college writers. From urban New York City to midwestern land grant universities to the Pacific Rim, experienced educators and researchers discuss a variety of contexts, populations, programs, and perspectives. The 12 chapters in this collection, authored by prominent authorities in non-native language writing, are research based and conceptual, providing a research-based survey of who the students are, their backgrounds and needs, and how they are placed and instructed in a variety of settings. The authors frame issues, raise questions, and provide portraits of language minority students and the classrooms and programs that serve them. Together, the pieces paint the landscape of college writing instruction for 1.5 generation students and explore the issues faced by ESL and college writing programs in providing appropriate writing instruction to second-language learners arriving from U.S. high schools. This book serves not only to articulate an issue and set an agenda for further research and discussion, but also to suggest paths toward linguistic and cultural sensitivity in any writing classroom. It is thought-provoking reading for college administrators, writing teachers, and scholars and students of first- and second-language composition.
Author: Joseph Harris
Publisher: University Press of Colorado
ISBN: 0874218675
Category : Language Arts & Disciplines
Languages : en
Pages : 304
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Book Description
In this classic text, Joseph Harris traces the evolution of college writing instruction since the Dartmouth Seminar of 1966. A Teaching Subject offers a brilliant interpretive history of the first decades during which writing studies came to be imagined as a discipline separable from its partners in English studies. Postscripts to each chapter in this new edition bring the history of composition up to the present. Reviewing the development of the field through five key ideas, Harris unfolds a set of issues and tensions that continue to shape the teaching of writing today. Ultimately, he builds a case, now deeply influential in its own right, that composition defines itself through its interest and investment in the literacy work that students and teachers do together. Unique among English studies fields, composition is, Harris contends, a teaching subject.
Author: Meryl Siegal
Publisher: University of Michigan Press
ISBN: 0472129007
Category : Education
Languages : en
Pages : 328
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Book Description
Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.
