Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Writing in the University Curriculum. |
| Quelle | (1991), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Leitfaden; Behavioral Objectives; College Curriculum; College Students; Curriculum Development; Educational Philosophy; Existentialism; Higher Education; Instructional Design; Problem Solving; Writing Instruction |
| Abstract | Clarity of written expression is prized highly in the university curriculum and in the societal arena. Professors need to study, analyze, and appraise diverse recommended philosophies in teaching writing. An existentialist writing curriculum should: include extensive input from students on topics, forms of writing to be emphasized, and planning of the writing curriculum; encourage students to write about their subjective feelings about the human condition; and encourage their interest in the absurd and ridiculous. A problem solving writing curriculum emphasizes selecting a problem, gathering data, forming and testing a hypothesis, and making necessary revisions. A third philosophy of writing emphasizes use of behaviorally stated, measurable objectives, and stresses predetermined ends for student attainment. Five agreed-upon principles or guidelines for learning from the psychology of education are: (1) meaningful learning is important; (2) university students must be able to use what has been taught; (3) interest in writing--a must--is stimulated by interesting learning opportunities; (4) university students need to perceive purpose in writing; and (5) students need guidance to appraise their own progress in writing. (SR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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