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The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence.

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Title: The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence.
Authors: Anson, Chris M.1
Source: WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators. Fall/Winter2008, Vol. 32 Issue 1/2, p11-36. 26p.
Subject Terms: *Study & teaching of language composition, *Language arts, *Teaching research, *Education research, *Effective teaching, *College teachers, *College administrators
Company/Entity: University of North Carolina at Chapel Hill , North Carolina State University
Abstract: The article emphasizes the need to adopt a more robust, evidence-based view of teaching composition and learning to write. The author explains why writing teachers must stop relying on their belief in pedagogies and administrative decisions in line with an evaluation of the composition program at the University of North Caroline at Chapel Hill and at North Carolina State University. The author stresses the flaws in the evaluation conducted by the John William Pope Center for Higher Education Policy but urges writing program administrators (WPAs) to respond to the challenges posed by the evaluation. The steps that WPAs can take to improve research on effective teaching methods in writing are outlined.
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 41978203
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence.
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  Data: <searchLink fieldCode="AR" term="%22Anson%2C+Chris+M%2E%22">Anson, Chris M.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22WPA%3A+Writing+Program+Administration+-+Journal+of+the+Council+of+Writing+Program+Administrators%22">WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators</searchLink>. Fall/Winter2008, Vol. 32 Issue 1/2, p11-36. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+research%22">Teaching research</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22College+administrators%22">College administrators</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22University+of+North+Carolina+at+Chapel+Hill%22">University of North Carolina at Chapel Hill</searchLink> <br /><searchLink fieldCode="DE" term="%22North+Carolina+State+University%22">North Carolina State University</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The article emphasizes the need to adopt a more robust, evidence-based view of teaching composition and learning to write. The author explains why writing teachers must stop relying on their belief in pedagogies and administrative decisions in line with an evaluation of the composition program at the University of North Caroline at Chapel Hill and at North Carolina State University. The author stresses the flaws in the evaluation conducted by the John William Pope Center for Higher Education Policy but urges writing program administrators (WPAs) to respond to the challenges posed by the evaluation. The steps that WPAs can take to improve research on effective teaching methods in writing are outlined.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=41978203
RecordInfo BibRecord:
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    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 26
        StartPage: 11
    Subjects:
      – SubjectFull: Study & teaching of language composition
        Type: general
      – SubjectFull: Language arts
        Type: general
      – SubjectFull: Teaching research
        Type: general
      – SubjectFull: Education research
        Type: general
      – SubjectFull: Effective teaching
        Type: general
      – SubjectFull: College teachers
        Type: general
      – SubjectFull: College administrators
        Type: general
      – SubjectFull: University of North Carolina at Chapel Hill
        Type: general
      – SubjectFull: North Carolina State University
        Type: general
    Titles:
      – TitleFull: The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence.
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            NameFull: Anson, Chris M.
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            – D: 01
              M: 09
              Text: Fall/Winter2008
              Type: published
              Y: 2008
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              Value: 32
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              Value: 1/2
          Titles:
            – TitleFull: WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators
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