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Teaching Writing: The Major Theories

by Anne Ruggles Gere - 1986

When the editors of this Yearbook asked me to write a chapter on current models of composition pedagogy, an image came immediately to mind. I would portray the dominant model as King Kong standing on the Empire State Building. Like the beast who swats biplanes away as if they were flies, this model remains impervious to the challenges of other approaches, dispatching them with the brutish power born of preeminence. Or so I thought before I began looking more closely at discussions of what goes on in the majority of composition classes today. First there was the problem of what to call this dominant model. In discussions of research, classes employing experimental procedures are usually contrasted with the "traditional" class, and names for these traditional classes include "formalist," "discipline-centered," and "current-traditional."

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This article originally appeared as NSSE Yearbook Vol 85, No. 2.

Cite This Article as: Teachers College Record Volume 87 Number 6, 1986, p. -
https://www.tcrecord.org ID Number: 19040, Date Accessed: 3/30/2020 3:59:08 PM

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