By Joyce Armstrong Carroll Ed.D H.L.D., Edward E. Wilson
Provides an method of educating writing which sees writing as an natural, instead of mechanical, procedure. The ebook offers an outline of the writing technique, and appears at pre-writing, developmental writing and the reading/writing connection. Theories are illustrated with real scholar writings.
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Extra info for Acts of teaching: how to teach writing : a text, a reader, a narrative
Rosaldo, Renato. Culture and Truth: The Remaking of Social Analysis. Boston: Beacon Press, 1989. Steig, William. Sylvester and the Magic Pebble. New York: Simon & Schuster, 1969. Page 1 Chapter 1 The World of Change: The Product/Process Paradigm Shift To be accepted as a paradigm, a theory must seem better than its competitors, but it need not, and in fact never does, explain all the facts with which it can be confronted. Thomas S. Kuhn The Shifting Paradigms When Kuhn defined paradigms as "achievements that for a time provide model problems and solutions to a community of practitioners" (viii), he provided a definition useful in describing the shift presently taking place in political, economic, and academic worlds.
Most teachers, administrators, and board members do not want to be like the second snail, who fails to recognize a paradigm shift. These people do not want to be the dinosaurs that Janet Emig describes, with "dismaying ratio of tail to brain, awaiting only total ossification" (1983, 171). Rather, realizing that enormous change is here, such people have become what the futurist Joel Barker calls "paradigm shifters" (quoted in Sparks 22). They are innovative, they see the need for change, and they agree that "schools organized on the factory model do not open doors to the future; they imprison students in their own minds" (Caine and Caine 15).
Whereas a few students were set on advanced tracks to prepare them for the top jobs, most spent their days in school listening to lectures, taking notes, making outlines, and memorizing for tests: learning to understand and follow instructions. Students followed rigid rules and orders, predetermined classifications, and a top-down system of authority. "Discipline and reliability were core virtues" (Reich 11). Teachers eventually felt alienated in this system. Others controlled the curriculum; others handed down rules; others chose class texts; others established the school environment; others even determined teachers' schedules.
Acts of teaching: how to teach writing : a text, a reader, a narrative by Joyce Armstrong Carroll Ed.D H.L.D., Edward E. Wilson