I wish to respond to Myra Koge~'s article, \"The Conventions of Expository Writing,\" which appeared lin the Spring 1986 Journal of Basic Writing. In that article, Kogen chlj.llenged the relevance of models of intellectual development to the teaching of writing and more specifically discussed an article of mine in whkh I applied William Perry's model of intellectual and ethical developmept during the college years to a group of college students' papers. In making this response, I am less interested in narrowly answering Kogen's re~arks about my earlier piece than I am hopeful of clarifying some miscorlceptions that many of our colleagues in composition apparently have abdut intellectual development and its relevance to writing, misconceptions! I have heard articulated at numbers of writing conferences in recent years. I do not mean to imply that Kogen herself necessarily shares all of thes~ views. Probably the most emphatic published statement challenging qevelopmental perspectives is Ann Berthoff's article \"Is Teaching Still Possible?\" In making my case, I will discuss several \"axioms\" that address prevalent misunderstandings about developmental models. J

/pdf/models-of-intellectual-development-and-writing-a-response-to-4dfcu1tcuf.pdf

Models of Intellectual Development and Writing: A Response to Myra Kogen et al.

In this paper, we present an analysis of a corpus of American television programmes, comprising 930 texts from 191 different TV programmes (excluding commercial breaks and infomercials), totalling 5,320,159 tokens. This analysis compares different programme types (live politics, movies, news desk, reality shows, etc.) against one another and against non-televisual registers (face-to-face conversations, telephone conversations, prepared speeches, press reviews, etc.), using the multidimensional (MD) approach to register variation (Biber, 1988). The goal of this analysis is to determine how homogeneous/heterogeneous the language of television is as well as to how it compares to the registers of English (Biber, 1988). We sought to detect both the similarities and differences among the TV registers and with respect to the five major dimensions of register variation previously identified by Biber (1988). Linguistic studies of television language to date (e.g., Al-Surmi, 2012; Bednarek, 2010; Quaglio, 2009; and...

American television and off-screen registers: a corpus-based comparison

Reading with Close-Captioned TV.

Aliteracy, a term describing people who can read but choose not to, is a growing problem in American society. The de mand for a back-to-basics curriculum, legislation requiring minimum compe tency ...

Aliteracy: What Teachers Can Do to Keep Johnny Reading

At a recent workshop for high school and community college teachers, an earnest young high school teacher explained forcefully to an experienced community college teacher that grammar was of no use in teaching writing. The high school teacher cited the now-famous Braddock, LloydJones, and Schoer quotation. She said that knowing grammar had no effect on writing ability, insisting that "all the research" counterbalanced any intuitive and experiential evidence the older teacher might have to offer. The young teacher had, however, misquoted the passage; it says: "the teaching of formal [emphasis ours] grammar has a negligible or, because it usually displaces some instruction and practice in composition, even a harmful effect on the improvement of writing" (37 -38). Taking the words teaching of formal grammar to mean knowing grammar is a serious mistake. What the research cited by Braddock et al., indicates is that instruction in traditional grammar over a limited period of time (a semester or less in the research studies being discussed) showed no positive effect on students' writing. In fact, several research studies and much language and composition theory argue for certain types of grammar instruction, when effective methods are used for clearly

/pdf/teaching-grammar-to-writers-2r4j7bub17.pdf

Teaching Grammar to Writers.

The average 18 year old in the U.S. has watched about 18,000 hours of television. This exposure, more than the total time spent in school, must influence the viewer's thought processes and, consequently, behavior. Years-long studies, such as those at the University of Pennsylvania's Annenberg School of Communications, of violent and sexually oriented acts and language on television are based upon that premise. One possible influence of television, which has had little if any study, is that of its verbal language on the verbal language of its audience.

The Verbal Language of Television.

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The Verbal Language of Television.