Why Do I Have To Be Here? [microform] : The Advanced Placement Student in First-Year Composition: Problems and Issues in Cognitive Development / Sarah A. Henderson.
College students who have had Advanced Placement (AP) English in high school often present motivational or other problems for instructors of first-year college composition. These students often resist instruction or have difficulty working successfully in writing groups with peers. However, often th...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1992.
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| Summary: | College students who have had Advanced Placement (AP) English in high school often present motivational or other problems for instructors of first-year college composition. These students often resist instruction or have difficulty working successfully in writing groups with peers. However, often these students' work is not outstanding or even satisfactory. According to the scheme of cognitive development posited by William Perry, a key moment occurs as students move into a mode of contextual relativistic thinking, which is essential for success in college work. Perry's scheme, however, has met with some severe criticisms. In light of Perry's model, it may be that advanced placement students are struggling with issues of development and worldviews (about the AP English program, the AP placement test, their own abilities, and their own writing) not consistent with their own. These students often present the strong and disturbing impression of being developmentally stuck, and perhaps more dualistic in orientation than their counterparts. Cognitive-developmental theories suggest some recommendations for solving this problem. Teachers should invite their students to join with them as learners searching for better, but not absolute, answers. Teachers should remember that grading and evaluation can provide teachable moments for students. Assignment requirements and criteria should be explained before drafting starts. Group work and peer review should continue to be encouraged, despite initial resistance. Finally, instructors can recommend that advanced students be placed in honors courses, if available. The instructor, through openness, honesty, and concern, can demonstrate that the student can succeed and gain fulfillment. (Twenty-one references are attached.) (HB) |
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| Item Description: | ERIC Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992). ERIC Document Number: ED346474. |
| Physical Description: | 22 pages. |
| Reproduction Note: | Microfiche. |
| Action Note: | committed to retain |