Readers, Writers, Teachers [electronic resource] : The Process of Pedagogy / Kevin Griffith.
The key to initiating a training program for new composition instructors or teaching assistants (TAs), or for successfully maintaining one already in place, is to understand that TAs need to be acclimated to the discourse of composition. In addition, departments must clearly define the theories and...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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| Subjects: |
MARC
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| 100 | 1 | |a Griffith, Kevin. | |
| 245 | 1 | 0 | |a Readers, Writers, Teachers |h [electronic resource] : |b The Process of Pedagogy / |c Kevin Griffith. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 12 p. | ||
| 500 | |a ERIC Document Number: ED332206. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991). |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a The key to initiating a training program for new composition instructors or teaching assistants (TAs), or for successfully maintaining one already in place, is to understand that TAs need to be acclimated to the discourse of composition. In addition, departments must clearly define the theories and goals underlying composition instruction, and incorporate these theories into the mandatory syllabus. Surveys of new TAs of freshman composition courses at Ohio State University (33 participated) showed that many TAs were initially unfamiliar with basic concepts of composition, and felt that the required one-week intensive course coupled with a three-credit hour non-graded introduction to composition was essential to their preparation as teachers. They also favored the use of the department-sanctioned syllabus, which contains lesson plans, instructions for managing group work, trouble-shooting advice, and most importantly, the underlying rationales for all activities. (PRA) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Educational Theories. |2 ericd. |
| 650 | 0 | 7 | |a Freshman Composition. |2 ericd. |
| 650 | 0 | 7 | |a Graduate Students. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Orientation. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Assistants. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Skills. |2 ericd. |
| 650 | 0 | 7 | |a Training Methods. |2 ericd. |
| 650 | 0 | 7 | |a Writing Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Writing Teachers. |2 ericd. |
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