Year: 2012
Type: article
Abstract: Modern secondary courses in English differ from classical tradition in their tendency to avoid direct instruction in the content and style of writing. Such avoidance is partly a function of anxieties about the role of English in students' personal development and a fear of limiting their self expression. Neither of the dominant writing pedagogies from the last 50 years wholly escapes this problem. A historical consideration of the issue suggests that fears surrounding explicit instruction arise from a range of misperceptions about writing and English. Modern writing pedagogy may therefore be improved by an acquaintance with traditions of explicit instruction, as found in classical training regimes. Such knowledge would furnish teachers with an additional array of instructional techniques.
Author: Brian Moon
Institution: Edith Cowan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1906526316