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Coley, WB, Ed. Ideas for English 101: Teaching Writing in National Co 0 DOCUMENT RESUME ED 111 023 CS 202 242 AUTHOR Ohmann, Richard, Ed.; Coley, W. B., Ed. TITLE Ideas for English 101: Teaching Writing in College. INSTITUTION National Council of Teachers of English,Urbana, Ill. PUB DATE 75 NOTE 240p. AVAILABLE FROM National Council of Teachers of English, 1111Kenyon Road, Urbana, Illinois 61801 (Stock No. 22450, $3.95 nonmember, $3.75 member) EDRS PRICE MF-$0.76 HC-$12.05 Plus Postage DESCRIPTORS College Freshmen; *Composition (Literary); Composition Skills (Literary); *Educational Theories; *English Instruction; Higher Education; Instructional Materials; *Teaching Methods; Writing Skills ABSTRACT The articles in this book are concerned withteaching composition in freshman Englishcourses. They were first published in "College English" during the years from 1966 to1975. These selections represent both the theoretical discussionsand the technical plans which were put forth ina period when freshman English was being dropped asa required course in many colleges. The contents are divided into the following two sections: "WhatShould Freshman English Be? Methods and Controversies"and "Tactics." Among the essays included are "Toward Competence and Creativityin the Open Class" by Lou Kelly, "The Teaching of Writingas Writing" by W. E. Coles, Jr., "Hydrants Into Elephants: The Theoryand Practice of College Composition" by George Stade, "BehavioralObjectives for English" by Robert Zoellner, "'Topics' and Levels inthe Composing Process" by W. Ross Winterowd, "Using Painting,Photography and Film to Teach Narration" by Joseph Comprone, "TeachingFreshman Comp to New York Cops" by David Siff, "Cassettes in the Classroom"by Enno Klammer, and "What Students Can Do to Take the BurdenOff You" by Francine Hardaway.(JM) *********************************************************************** * Documents acquired by ERIC include many informal unpublished * *materials not available from othersources. ERIC makes ev.lry effort* *to obtain the best copy available. nevertheless, itemsof marginal * *reproducibility are of',en encountered and thisaffects the quality * *of the microfiche and hardcopy reproductions ERICmakes available * *via the ERIC Document Reproduction Service (EDRS).EDRS is not * *responsible for the quality of the original document.Reproductions* *supplied by EDRS are the best thatcan be made from the original. * *********************************************************************** l U.S. DEPARTMENT OF HEALTH, Ideas for English 101 EDUCATION & WELF SEE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM Teaching Writing in College THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VICW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Edited by Richard Ohmann and W. B. Coley National Council of Teachers of English 1111 Kenyon Road, Urbana, Illinois 61801 'PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS BEEN GRANTED BY National Council of Teachers of English TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN. STITUTE OF EDUCATION FURTHER REPRO- DUCTION OUTSIDE THE ERIC SYSTEM RE- QUIRES PERMISSION OF THE COPYRIGHT OWNER" The articles in this collection appeared originally in various issues, from March 1967 to January 1975, ofCollege English,an official journal of the National Council of Teachers of Englishedited by Richard Ohmann, Wesleyan University. NCTE Editorial Board: Charles R. Cooper, Evelyn M. Copeland, Bernice E. Cullinan, Richard Lloyd-Jones, Frank Zidonis, Robert F. Hogan,ex officio, Paul O'Dea,ex officio Cover by Bob Bingenheimer Graphics selected by Joseph W. Reed, Jr. Library of Congress Catalog Card Number 75-21357 NCTE Stock Number 22450 ISBN 0-8141-2245-0 Copyright © 1967, 1968, 1969, 1972, 1973, 1974, 1975 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. t3 CONTENTS Preface Part I.What Should Freshman English Be? Methods and Controversies Toward Competence and Creativity in an Open Class Lou Kelly, University of Iowa A Method for Teaching Writing 19 Peter Elbow, Evergreen State College, Washington The Teaching of Writing as Writing 30 W. E. Coles, Jr., Temple University Hydrants into Elephants: The Theory and Practice of College Composition 36 George Stade, Columbia University Collaborative Learning: Some Practical Models 48 Kenneth A. Bruffee, Brooklyn College, CUNY The Widow's Walk: An Alternative for English 101Creative Communications 58 Timothy E. McCracken, Union College, Cranford, New Jersey W. Allen Ashby, Union College, Cranford, New Jersey The Possibilities of Field Work 74 R. C. Townsend, Amherst College Tricks 93 Dennis Szilak, Northwestern Michigan College Behavioral Objectives for English 116 Robert Zoe liner, Colorado State University A Ai Part IL Tactics 131 "Topics" and Levels in the Composing Process 132 W. Ross Winterowd, University of Southern California Invention, Composition, and the Urban College 141 Michael Paull, Herbert H. Lehman College, CUNY Jack Kligerman, Herbert H. Lehman College, CUNY Media Compositions: Preludes to Writing 150 Harvey S. Wiener, LaGuardia Community College, CUNY Using Painting, Photography and Film to Teach Narration 159 Joseph Comprone, University of Cincinnati Teaching Freshman Comp to New York Cops 164 David Siff, Brooklyn College, CUNY The Single Narrative Paragraph and College Remediation 172 Harvey S. Wiener, LaGuardia Community College, CUNY On Teaching Relationships 182 Richard J. Basgall, Dodge City Community College The Circle of Implication 185 Ken Macrorie, Western Michigan University Who Can Be Taught? 189 Elaine Chaika, Providence College Mimesis: Grammar and the Echoing Voice 197 Phyllis Brooks, University of California, Berkeley The Folklore of Usage 205 Mary Vaiana Taylor, University of Utah Cassettes in the Classroom 217 Enno Klammer, Eastern Oregon College What Students Can Do to Take the Burden Off You 220 Francine Hardaway, Scottsdale College Teaching Without Judging 224 Barrett John Mandel, Douglass College, Rutgers Drawings by Arthur B. Frost, from Lewis Carroll'sRhyme? and Reason?(New York: Macmillan & Co., 1888) 5 Preface Not long after freshman English \\as invented, it beganto draw theToth of critics, reformers, and abolitionists in large numbers. It'sa course nobody loves. But it endures. Chronicling "The Tradition of Complaint" v, hich has attached itselfto this course, Leonard Greenbaum concluded, Unfortunately, there is no contest. Freshman English flourishes; its opponents die, retire, languish in exile. 1974 will mark its 100th anni- versary. (COLLEGE ENGLISH, Nov. 1969, p. 187) Greenbaum m as more or less right. At about thc time he wrote this, freshman English w as in temporary retreat. Sonic collegesw ere dropping it, others were making it optional or requiring it for only a quarter ora semester. And most fresh- man English staffs were experimenting in some «a> w ith the form and content of the course. Greenbaum w rote in the middle ofan extraordinarily vigorous period of educational criticism and change. Since freshman English formed the base of thc requirement syctem, naturally enough it mas caught up in the movement for educa- tional freedom. But this movement, w hich began about 1964, hadpretty well run its course by 1974, and it left freshman English to celebrate its centenarya bit shaken but re- cuperating. In economic hard times, college studentsarc less eager to break idols and more concerned to learn the skills w l .,11 may (or ma's not) find them good jobs. Hard - pressed administrations and legislatures enforce this change in mood by de- manding "accountability." Political reaction joins in thinningout the heady atmo- sphere of experiment. And from the pundits there is alway s the charge of a decline in literacy. With the slogan "back to basics" in theircars, teachers of freshman English may well feel now that their only option isto dust off the old handbooks and get cracking on punctuation and usage. It would be easy to forget, in tines like the present, how muchwas usefully thought and said about freshman English during thepast decade. That w ould be pity. We hope instead that the lively and serious debates about thiscourse w ill be kept alive, and even carried forard. We hope that teachers w ill not lose track of the many ingenious ideas for teaching coh.t:1,sitionw hich came out of this period. So, in this book, wc arc preserving a selection of both the keenest theoretical discus- sions and the most useful technical plans w hich appeared in COLLEGE ENGLISH from 1966 to 1975, the period of our editorship. Vi PREFACE We intend the book for those ho are teaching composition noN% and fur those about to begin. We N% ant it to be a help, too, for freshman English staffs and com- mittees planning or revising the course. At such times, it is good to look beyond the boundaries of the home campus, and also to avoid the historical foreshortening Nhich often narnms thought about freshman English. In sum, as the venerable (if not venerated) course begins its second hundredears, N% e hope it N% ill continue to learn from its first hundred. Richard Ohmann, Editor W. B. Coley, Associate Editor COLLEGE ENGLISH Wesleyan University Middletown, Connecticut 7 Part I. W hat Should Freshman English Be? Methods and Controversies Lou KELLY Totvard Competence and Creativity in an Open Class THERE'S LOTS OF OPTIMISTIC TALK these casually deciding to try something new days about opening up the college class-you've heard
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