Language Relationships. the Net Three Chapters Focus On

DOCUMENT RESUME ED 204 794 CS 206 501 AUTHOR Kroll, Barry M.,, rd.: Vann, Roberta J., Ed. TTTLE Exploring Speaking-Writing Pelationships: Connections and Contrasts. INSTITUTION National Council of Teachers of English, Urbana, Ill. DEPORT NO ISBN-0-8101-1609-3 PUB DATE 91 NOTE 247p. AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Pd., Urbana, IL 61801(Stock No. 16493, $9.95 member, $12.45 non-member). BOBS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Developmental Stages: English (Second Language) : Hearing Impairments: *Language Acquisition: Literature Reviews: *Oral Language; *Relationship: *Research Methodology: Social vnvironment: *Speech Communication: speech Skills: *Teaching Methods: *writing (Composition): Writing Skills: Written Language ABSTRACT The 13 chapters \in this volume explore what is known and what still needs to be learned about the complex relationships between speaking and writing. The',first chapter in thebook provides a detailed overview of linguistic studies of oral and written language relationships. The net three chapters focuson the relationships between children,os oral and written language skillsand what these relationships imply about the teaching of writingand reading. Chapters five and six consider oral and written'language in a societal context, while chapters seven, eight, and nineare concerned with methodological issues in the study of speaking-writing telatiorships, each suggestira a way to broaden the understandingof these relationships. The next, two chapters broaden the understanding of oral-written relationships\by considering two specialgroups of dividuals who often struggle\ to learn English--speakers of other languages, and the profoundly deaf. The final two chapters focuson pedagogy, such as integrating speaking and writing ina business communications course. (RL) *************k******************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. ********************************************************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI *This document has been reproducedas received hoot the person or organization originating it. I Minor changes have been made to improve Explcrin reproduction quality. ..... _ Points of view or opinions stated in this docu Speaking-Writing moot do not necessarily represent official NIE position or policy. Relationships Connections and Contrasts Ecited by Ban M. Kroll Iowa 0, .e University Roberta J. Vann Iowa State University "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTEDBY National Council of Teachers of English TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC)." National Council of Teachers of English 1111 Kenyon. Road, Urbana, Illinois 61801 NCTE Commission on the English Language John Algeo, Director, University o Georgia Johanna DeStefano, The Ohioate University Suzette Elgin, San Diego State University Kenneth Goodman, University of Arizona Sidney Greenham.i, University of WisconsinMilwaukee Kellogg Hunt, Florida State University William Lutz, Rutgers University Virginia McDavid, Chicago State University Don L. F. Nilsen, Arizona State University Geneva Smitherman, Wayne State University Robert St. Clair, University of Louisville Richard L. Wright, Howard University H. R. Wilson, University of Western Ontario, e. officio G. Richard Tucker, Center for Applied Linguistics, e:c officio Robert Squires, Oneonta High School, New York, ex officio Robert F. Hogan, NCTE Staff Liaison NCTE: Editorial Board: Paul T. Bryant, Marilyn Ilanf Buckley, Thomas J. Creswell, C. Kermeen Fristrom, Jane M. ilornburger, Robert F. Hogan, ex officio, Paul O'Dea, ex officio Consultant Readers: Thomas L. Clark, Thelma Ritter Book Design: Toni Kovacs NCTE Stock Number 16493 © 1981 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy where such endorsement is clearly specified. Library of Congress Cataloging in Publication Data Main entry under title: Exploring speaking-writing relationships. Bibliography: p. 1. Speech7Addresses, essays, lectures. 2. WritingAddresses, essays, lectures. I. Kroll, Barry M., 1946- .I. Vann, Roberta J., 1 _7- .III. National Council c!' Teachers of English. Commission on English Language P95.E9 001.54 81.11265 ISBN 0-8141-1649.3 AACR2 '1 Contents Introduction vii 1.The Linguistic Analysis of Spoken and Written Texts 1 John C. Schafer 2.Developmental Relationships between Speakingan 32 Writing Barry M. Kroll 3.Between Speaking and Writing: Processes of 55 Differentiation Kenneth J. Kantor Donald L. Rubin 4.Oral and Written Relationships: A Reading Perspective 82 Brian Cambourne 5.Writing: The Divorce of the Author from the Text . 99 David R. Olson 6.A Cultural Perspective on Talking and Writing 111 Anne Ruggles Gere 7.Writing/Speaking: A Descriptive Phenomenological 124 View Loren Barritt 8.Writing, Speaking, and the Production of Discourse 134 Barbara J. O'Keefe 9.Writing as an Integrator of Hemispheric Function 142 Benjamin M. Glassner 10.Bridging the Gap between Oral and Written 154 Communication in EFL Roberta J. Vann vi Contents 11.Written Language in a Visual World 168 J. G. Kyle 12.Integrating Oral and Written Business Communication 184 Don Payne 13.Speaking, Writing, and Teaching for Meaning 198 James L. Collins References 215 Contributors 234 Introduction/ A deaf child learns to read, a young boy teaches his illiterate father to write his name, a freshman struggles to find the right "voice" for her first theme, a native speaker of Arabic makes a journal entry in English. In its own way, each of these different events directs our attention to the relationships between oral and written language. These relationshipsthe connections and contrasts between speaking and writingare the focus for the essays in this book. In spite of the long history of interest in oral and written language among philosophers and linguists, until recently little research dealt directly with the relationship between the two modes, and very few studies approached the topic from a pedagogical perspective. Nevertheless, certain implicit assumptions about oral and written relationships have influenced the teaching of English. Often these assumptions have led to the kind of dogmatic tone used by the Harvard committee on composition and rhetoric (1902), which asserted that it was "little less than absurd to suggest that any human who can be taught to talk cannot likewise be taught to compose. Writing is merely the habit of talking with the pen instead of the tongue." This notion is still current, appear- ing in composition texts as advice to "write like you speak." The underlying assumptions are that writing is highly dependent upon speaking and that speaking is primary, not only in the obvious sense that it is acquired earlier than writing, but also that it is somehow closer to "true" language. The need to examine this and other assumptions about oral and written language relationships was recognized as early as 1963, when the authors of the NCTE report Research in Written Composition called for investigations into rhetorical and syntactic relationships between oral and written language. Since that time, a growing number of scholars from a variety of disciplines have dealt with the question of how speaking and writing are relaticl. vii viii Introduction Each of the essays in this volume explores whatwe know and what we still need to learn about the complex relationships between speaking and writing. Such efforts at clarifying basic con- cepts, explicating key theories, reviewing research, suggesting pedagogical implications, and posing new questionsseem to us a necessary step in advancing our understanding of oral and written relationships, and a step which is logically prior tonew empirical work. In Our viewa view reiterated in nearlyevery essaymuch of the research on these relationships has been insubstantial and unhelpful, largely because the perspectives of the researchers have been too restricted. In contrast, the essays in this bookrange widely in the perspective each takes on oral and written language. Such diversity is necessary because the basic question of how speaking and writing are related is multidisciplinary in nature,en- compassing such fields as linguistics. developmental psychology, cultural anthropology, philosophy, brain physiology, sociology, and, of course, education. The first chapter in the book providesa detailed overview of linguistic studies of oral and written language relationships. This essay comes first because it provides an important context for understanding many of the following chapters. Schafer begins witha historical explanation of why there have beenso few linguistic comparisons of speaking and writing. He suggests that three assumptions underlie this neglect: that one of the language modes is primary, that linguists should work with idealized language data, and that linguists should describe language systems rather than language events. He then considers those linguistic studies which do

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