Effective Composition Instruction: Washington State Community College Instructors Respond.
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| Title: | Effective Composition Instruction: Washington State Community College Instructors Respond. |
|---|---|
| Language: | English |
| Authors: | Loucks, Scott Douglas |
| Peer Reviewed: | N |
| Page Count: | 40 |
| Publication Date: | 1995 |
| Document Type: | Speeches/Meeting Papers Reports - Research Tests/Questionnaires |
| Descriptors: | College English, Community Colleges, Instructional Effectiveness, Rhetoric, School Surveys, Teacher Education, Teacher Effectiveness, Teaching Methods, Teaching Styles, Two Year Colleges, Writing Instruction |
| Geographic Terms: | Washington |
| Abstract: | To determine what traits characterize instructors who enjoy the greatest success in teaching composition to community college students, a questionnaire was sent to 17 community colleges throughout Washington State. Chairpersons were asked to give the questionnaire to those instructors they considered most effective in teaching freshman composition courses; 38 surveys were returned representing 14 community colleges. In the survey, questions 1-4 solicited information about each instructor's educational and professional background; question 5 asked instructors to characterize an effective composition instructor; questions 6-11 asked how instructors identify and help students with various backgrounds, abilities and motivations; questions 12-15 solicited responses concerning factors that promote and hinder student success; and question 16 allowed instructors to add additional insights not covered in their responses. The survey revealed that many instructors bring both secondary and university-level teaching experience to their community college teaching. Furthermore, since respondents averaged 12.8 years of community college teaching experience, their responses reflect significant years "in the system." Significantly, the majority of community college composition instructors (60%) felt poorly prepared by their undergraduate and graduate studies to teach college composition. Few had courses that specifically addressed how composition should be taught. Most instructors believe that for a composition instructor to be effective he or she must have a superb knowledge base and a deep commitment to the importance of teaching writing. Instructors recognized distinct differences between students that succeed and students who are at-risk. The survey instrument is included. (TB) |
| Entry Date: | 1995 |
| Accession Number: | ED384881 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED384881 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Effective Composition Instruction: Washington State Community College Instructors Respond. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Loucks%2C+Scott+Douglas%22">Loucks, Scott Douglas</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 40 – Name: DatePubCY Label: Publication Date Group: Date Data: 1995 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Speeches/Meeting Papers<br />Reports - Research<br />Tests/Questionnaires – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22College+English%22">College English</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink><br /><searchLink fieldCode="DE" term="%22School+Surveys%22">School Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: To determine what traits characterize instructors who enjoy the greatest success in teaching composition to community college students, a questionnaire was sent to 17 community colleges throughout Washington State. Chairpersons were asked to give the questionnaire to those instructors they considered most effective in teaching freshman composition courses; 38 surveys were returned representing 14 community colleges. In the survey, questions 1-4 solicited information about each instructor's educational and professional background; question 5 asked instructors to characterize an effective composition instructor; questions 6-11 asked how instructors identify and help students with various backgrounds, abilities and motivations; questions 12-15 solicited responses concerning factors that promote and hinder student success; and question 16 allowed instructors to add additional insights not covered in their responses. The survey revealed that many instructors bring both secondary and university-level teaching experience to their community college teaching. Furthermore, since respondents averaged 12.8 years of community college teaching experience, their responses reflect significant years "in the system." Significantly, the majority of community college composition instructors (60%) felt poorly prepared by their undergraduate and graduate studies to teach college composition. Few had courses that specifically addressed how composition should be taught. Most instructors believe that for a composition instructor to be effective he or she must have a superb knowledge base and a deep commitment to the importance of teaching writing. Instructors recognized distinct differences between students that succeed and students who are at-risk. The survey instrument is included. (TB) – Name: DateEntry Label: Entry Date Group: Date Data: 1995 – Name: AN Label: Accession Number Group: ID Data: ED384881 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED384881 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 40 Subjects: – SubjectFull: College English Type: general – SubjectFull: Community Colleges Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Rhetoric Type: general – SubjectFull: School Surveys Type: general – SubjectFull: Teacher Education Type: general – SubjectFull: Teacher Effectiveness Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Teaching Styles Type: general – SubjectFull: Two Year Colleges Type: general – SubjectFull: Writing Instruction Type: general – SubjectFull: Washington Type: general Titles: – TitleFull: Effective Composition Instruction: Washington State Community College Instructors Respond. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Loucks, Scott Douglas IsPartOfRelationships: – BibEntity: Dates: – D: 14 M: 07 Type: published Y: 1995 |
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