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Ed 094 415 Author Title Institution Pub Date DOCUMENT RESUME ED 094 415 CS 201 478 AUTHOR Donelson, Ken, Ed. TITLE Rhetoric and Composition in the English Classroom. INSTITUTION Arizona English Teachers Association, Tempe. PUB DATE Feb 74 NOTE 214p. AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Rd., Urbana, Ill. 61801 (Stock No. 31478, $3.75 nonmember, $3.35 member) JOURNAL CIT Arizona English Bulletin; v16 n2 Entire Issue Feb 1974 EDRS PRICE MF-$0.75 HC-$10.20 PLUS POSTAGE DESCRIPTORS Class Activities; *Composition (Literary); English Instruction; *Evaluation Techniques; *Instructional Materials; *Rhetoric; Secondary Education; *Teaching Techniques; Undergraduate Study; Writing Exercises; Writing Skills; Written Language ABSTRACT The emphasis in the essays printed here is on the problems students face in writing and the problems teachers face in helping their students to improve. The contents include: "New and Renewed Rhetorics: Implications for Teaching," "Experience in Awareness, an Introduction to Creative Writing," "An Experiment with Christfalisen's 'Rhetoric of the Sentence' in Junior High School," "Films as an Aid to Teaching Creative Writing," "The Writer's Laboratory--One Approach to Composition," "Teaching Writing to the New Students of the '70s and '80s," "Teaching Writing to High School Students, Instilling Confidence," "Descriptive Writing: An Aid from Film and Story," "On Sensory Awareness, Compositions, and Flicks," "Trust, Write, Read . An Approach to Launching a Class in Creative Writing," "Handwriting," "Transformations and Stylistic Options," "Some Recent Questions and Some Not-So-Recent Answers about Teaching Composition," "Five Easy Pieces--A Paradigm for Style and Stylistics in Composition," "What You Can Do with Tests of Written Composition," "Writing Sample: An Assessment Tool," "Using Journals with 'Slow' High School Learners," "Composition Criteria," and "Improving Communication and Evaluation through the Class Profile." (RB) U S DEPARTMENT OF HEALTH. EDUCATION B. WELFARE NATIONAL INSTITUTE OF EDUCATION ., EC. 1,L Ni lASESFSN 4.1 PNC r f I[I '4f O.N (1,1Loo, % I N ..1 (..Pol4101 f U1 NO, `if f ppf. :l., AL NA' NS 1 l) ( AfJ'i PC11 RHETORIC AND COMPOSITION IN THE ENGLISH CLASSROOM R Volume 16 - - Number 2 February 1974 0 E N G LI SH evelleteft 11111A ARIZONA ENGLISH BULLETIN A Member of the NCTE Exchange Agreement The ARIZONA ENGLISH BULLETIN is a publication of the Arizona English Teachers Association, a non-profit state affiliate of the National Council of Teachers of English. The ARIZONA ENGLISH BULLETIN exists to create effective statewide artic- ulation of English teachers at all levels, to increase awareness of new ideas, programs, and movements in English, and to improve instruction at every level. The ARIZONA ENGLISH BULLETIN is published three times each year, in October, Feb- ruary, and April. It is supported and subsidized by the Arizona. English Teachers Association, Northern Arizona University, the University of Arizona, and Arizona State University. Membership in the Arizona English Teachers Association (including subscription to the ARIZONA ENGLISH BULLETIN) is $4.00 the year (a three year mem- bership is available for $10.00). Send applications for membership to Frank Dallas,AETA Treasurer Phoenix Union High School 512 E. Van Buren Phoenix, Arizona 85004 Make checks payable to the AETA and include both school and home addresses, including zip codes. Subscriptions to the ARIZONA ENGLISH BULLETIN alone are $4.00 for the three issues. Individual issues are available as supply exists for per issue (except for special issues). For subscriptions or individual copies, send a check made payable to the ARIZONA ENGLISH BULLETIN to Ken Donelson, Editor, ARIZONA ENGLISH BULLETIN English Department Arizona State University Tempe, Arizona 85281 Note to contributors: The editor of the ARIZONA ENGLISH BULLETIN welcomes all con- tributions related to the teaching of English and applicable to the theme of a forthcoming issue. Writers might find the following helpful in preparing manuscripts. 1. Papers should ordinarily run no more than 10-12 pages, typed, double-spaced. 2. Writers who wish to submit brief notes should consider them for the Shoptalk section of a particular issue. 3. Avoid footnotes, unless they are absolutely necessary. 4. The ARIZONA ENGLISH BULLETIN exists to serve all teachers of English, but its primary allegiance is to the National Council of Teachers of English. Writers should attempt to make their articles as practical and useful as possible to the classroom teacher-audience the BULLETIN serves. 5. The editor assumes the right to make small changes to fit the format and needs of the BULLETIN. Major surgery will be handled by correspondence. Subjects for the 1973-1974 Issues: October (Humor and Satire in the English Classroom); February (Rhetoric and Composition); and April (Teaching Fiction: Short Stories and Novels). rr,c,rrr, VATE.Inr P,F F,PAN rr Arizona English Teachers Assn. PIC AND OPri.r41:r.,-.N_,,Pr UNM:PAGPEEMPO,,VO4,4Erwrn,,,,,,,, Sm U OrE DUCA *ION P Pr PNO DUC rN Co rSIOF O E F Ca5rEM NE ouippS PINMISSIONor rrr F COPYPIC.NT Vea F P Iv ARIZONA ENGLISH BULLETIN Winter 1973 RHETORIC AND COMPOSITION IN THE ENGLISH CLASSROOM Contents New and Renewed Rhetorics: Implications for Teaching Frank D'Angelo, Arizona State University 1 Experience in Awareness, An Introduction to Creative Writing Sister Jeannette Shean, Bourgade High School, Phoenix 16 Stand Up and Cheer for Grubby Prose Donald C. Stewart, Kansas State University 22 An Experiment with Christensen's "Rhetoric of the Sentence"in Junior High School Michael Elliott, Kino Junior High School, Mesa 28 Seeing, Shaping, and Socking It to 'em Donald R. Gallo, Central Connecticut State College, New Britain 35 See Dick and Jane Write James R. Rankin and Margaret B. Fleming, University of Arizona 42 Films as an Aid to Teaching Creative Writing Jesse Hise, Central High School, Phoenix 50 The Writer's Laboratory--One Approach to Composition Ronald H. Dow, University of Maine at Presque Isle 55 Backyards I Have Known and Loved--and Why Carol V. Crawford, Arvada West High School, Arvada, Colorado 67 It's All In the Box Sue Hardesty, Chandler High School, and Nel Ward, West High School, Phoenix 75 Teaching Writing to the New Students of the '70s and '80s Russ Larson, Eastern Michigan University, Ypsilanti 77 Teaching Writing to High School Students, Instilling Confidence James T. Klimtzak, Cardinal O'Hara High School, Tonawanda, New York 83 Descriptive Writing: An Aid from Film and Story Del Waite, Camelback High School, Phoenix 86 On Sensory Awareness, Compositions, and Flicks Lynn Kerr, formerly Kaibab School, Scottsdale, now Arizona State University. 89 Trust, Write, Read. AnApproach to Launching a Class in Creative Writing Larry Vosovic and Tom Baer, Homestead High School, Sunnyvale, California . 92 Handwriting Charles Davis, University of Arizona 95 Transformations and Stylistic Options Enola Borgh, University of Wisconsin-Milwaukee 97 Some Recent Questions and Some Not-So-Recent Answers about Teaching Composition 103 Five Easy Pieces -- A Paradigm for Style and Stylistics in Composition Tim Scannell, Westwood High School, Mesa 109 What You Can Do with Tests of Written Composition Henry B. Slotni4,Upstate Medical Center, Syracuse, New York 113 Writing Sample: An Assessment Tool Marguerite Townsend, Jefferson County Public Schools, Lakewood, Colorado . 117 Using Journals with "Slow" High School Learners Gail Fisher Briscoe, Tempe High School 135 Composition Criteria Hal Fortner, Central High School, Phoenix 139 Improving Communication and Evaluation Through the Class Profile Jan A. Guffin, North Central High School, Indianapolis, Indiana 142 Compassionate Grading: Possible? Josephine Kehoe, Jefferson High School, Rochester, New York 146 An Informal Approach to Teaching Composition: Love a Frog, He May Be Your Prince Sandy Baldwin and Sallee Clements, Arizona State University 152 Notions about Skills and a Sequence of Skills in Written Composition Harrison J. Means, Cleveland State University, Cleveland, Ohio 160 "There's Nothing to Write About" Jesse Hise, Central High School, Phoenix. 165 NCTE Achievement Awards Charles Davis, University of Arizona 168 New Rhetorics and Adolescent Fiction: Are They Compatible': Joseph F. Higgins, Five Points High School, Five Points, Alabama Richard L. Graves, Auburn University, Auburn, Alabama 170 The Whole Is More Than the Sum of Its Parts: Responding to Students' Papers Richard L. Larson, Herbert H. Lehman College, New York 175 Barrett Wendell and the Contradictions of Composition Wallace Douglas, Northwestern University 182 Shoptalk 191 Current Reading 197 Preface to the Issue RHETORIC AND COMPOSITION IN THE ENGLISH CLASSROOM This issue is the longest BULLETIN ever published, and fittingly the topic is writing and the problems students face in writing and the problems teachers face in helping their students improve their writing. Thoughts put into words that may help students understand themselves a little better and communicate their thoughts and feelings more effectively is the whole point of this issue. The muliplicity of topics herein covered may help to convey some of the problems and enthusiasms about the composition process and the ways that process can he better handled in the classroom. In the only previous BULLETIN (April 1968) dealing with composition, I cited eight points that seemed essential to creating a classroom conducive to teaching composition. Those eight points were and are 1. Too many
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