After Dartmouth: Growth and Conflict in English

Harris, Joseph

doi:10.2307/377888

Cited by 20 publications

(13 citation statements)

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“…Specifically, the result of the mean score in posttest in experimental group shows that of the three aspects of writing content got the highest mean score, then followed by mechanic and the last is grammar. The researchers assumed that the improvement of students' writing skill relating to the students' ability to take in the content written and use them to construct an interpretation of what they think the other writer intended to convey (Harris, 1991). The researchers assumed that during treatments most of students paid attention to the content and use them to construct an interpretation.…”

Section: E Discussionmentioning

confidence: 99%

Arabic Acquisition Through Facebook Group Learning

Mufidah

Bin-Tahir

2018

j. arabic learning

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Facebook is a social media that is very popular with students in Indonesia. Thus, this study attempted to examine the increased of students’ Arabic acquisition through Facebook group learning. This research was quantitative research using quasi-experimental design. The sample of this study consists of two classes from the students of the Arabic language education department at UIN Maulana Malik Ibrahim. The instrument of this research was writing test. The results of this study indicated an increase of students’ Arabic acquisition so the researchers concluded that Facebook groups can improve the students’ ability to write in Arabic.

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Section: E Discussionmentioning

confidence: 99%

Arabic Acquisition Through Facebook Group Learning

Mufidah

Bin-Tahir

2018

j. arabic learning

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“…A second binary in composition studies evolved out of the work of the 1966 Dartmouth conference, which signified a shift in English teaching “from a view of English as something one learns about to a sense of it as something one does ” (Harris, , p. 631). Thus, approaches to teaching English that “favor[ed] student use of informal language for individual development” (Durst, , p. 387) were considered more effective than approaches centered on genre studies and grammar taught in isolation (i.e., learning‐to‐write approaches).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Centering the How: What Teacher Candidates’ Means of Mediation Can Tell Us About Engaging Adolescent Writers

Barnes¹

2018

J Adolescent & Adult Lit

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Teacher candidates explored how they write in different spaces to offer recommendations to high school students and determine their own goals as writing teachers. E nglish language arts (ELA) teacher candidates enter teacher education with diverse writing experiences that influence their perceptions of writing instruction (Draper, Barksdale-Ladd, & Radencich, 2000;Mathers, Benson, & Newton, 2006). Like K-12 students, teacher candidates' experiences with writing are not limited to teacher-led, school-sanctioned writing tasks. With the rise in digital technologies, young people are composing, communicating, and interacting with one another both in and out of schools in myriad ways. Alvermann (2017) even claimed that people write more frequently than they read. Although we might expect that teacher candidates' digital lives could expand their perceptions about what counts as writing in school, recent research has suggested that the divide between in-and out-of-school writing remains strong. In fact, Hundley and Holbrook (2013) found that their teacher candidates viewed "real" writing as paperbased writing that happens in school and that they "maintained [a commitment] to conventional writing in ELA classrooms" (p. 500), despite the multimodal writing that they may be engaging in outside of schools. Teacher candidates' experiences with and beliefs about different forms of writing shape their expectations for and approaches to teaching writing themselves.A number of binaries are often invoked in discussions of writing pedagogy, namely, distinctions between in-and out-of-school writing, good and bad writing, and paper-based and digital writing. Attention to the mediational means-the places where writing happens, the purposes for writing, the tools for composing, the time allotted for writing, and so forth-rather than the aforementioned binaries could offer literacy teachers greater insight into students' experiences with, beliefs about, and strengths and struggles in writing. In this study, I consider how mediational means shape teacher candidates' experiences with writing. I draw from the findings to suggest that literacy educators might challenge dichotomous conceptions of writing by paying attention to the mediational means involved in writing instruction.The teacher candidates who participated in this study partnered with local high school students to maintain weekly blogs where they discussed their feelings about and experiences with writing and the relevance of writing to today's K-16 students. As I analyzed the blogs, I drew on sociocultural approaches to mediation (Vygotsky, 1987;Wertsch, 1991) and literature on writing, meaning, and mediation (Grossman, Smagorinsky, & Valencia, 1999;Smagorinsky, 2011) to consider the potential influence that the manner of mediation has on the value that teacher candidates see in writing. Specifically, I inquired into four research questions:

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“…Dixon notes that secondary teaching before the 1960s was either skills-based or fixated on knowledge of the literary canon (1967). Nonetheless, interest in creative teaching and learning approaches was revived through the grass-roots London Association for the Teaching of English (LATE) established in 1947 (Gibbons, 2017). Perhaps rekindling the spirit of the Blue Books, LATE members advocated child-centred practice.…”

Section: Creative Practice Before Dartmouthmentioning

confidence: 99%

‘We’re Not Building Worker Bees.’ What Has Happened to Creative Practice in England Since the Dartmouth Conference of 1966?

Smith

2018

Changing English

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Biography Lorna Smith leads the PGCE English programme at the University of Bristol. Her main current research interest, and the field for her doctoral studies, is the impact of the latest national curriculum (2014) on creativity in the English classroom. Previous publications include exploring the impact of technology enhanced learning (particularly the contribution that ICT can make to an English classroom) and developing oracy through storytelling. She launched a successful local Teachers as Writers group in 2013 as part of the National Writing Project, which seeks to explore the impact of teachers' writing on their work with children in the classroom.

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After Dartmouth: Growth and Conflict in English

Cited by 20 publications

References 0 publications

Arabic Acquisition Through Facebook Group Learning

Arabic Acquisition Through Facebook Group Learning

Centering the How: What Teacher Candidates’ Means of Mediation Can Tell Us About Engaging Adolescent Writers

‘We’re Not Building Worker Bees.’ What Has Happened to Creative Practice in England Since the Dartmouth Conference of 1966?

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