October 03, 2016 The Chronicle of Higher Education published an article highlighting the problems in our modern methods of teaching composition entitled “Are We Teaching Composition All Wrong?” by Joseph R. Teller. Forty-nine days later The Chronicle of Higher Education published another paper in response and direct contrast to Teller’s October paper entitled “No, We’re Not Teaching Composition ‘All Wrong’” by Emily Shearer Stewart. Teller and Stewart both work as English faculty members of United States colleges. Teller is a professor of English at College of the Sequoias, while Stewart is an assistant professor of English and Philosophy at Del Mar College. Teller presents the idea that our modern ways of teaching composition are ineffective. Teller refers to his observations over “10 years of teaching writing” to draw upon his conclusions. Stewart states that, same as Teller, Stewart has “taught writing for 10 years”. Stewart notes her students have succeeded while Stewart used a similar style of teaching to the one Teller argues against. Teller opens with the assertion that that “Student do not revise.” Teller refers to his observations of past attempts to get students more involved in revision. Teller informs
…show more content…
Teller supports the claim with the claim that reading comprehension is tied to background knowledge and context. Teller expands on his supporting argument with the fact that all that can be taught are a “few basic principles: Read slowly and deliberately, annotate as you read, make summary notes, connect to the knowledge you already have.” Teller leads into the next supporting claim, which Teller put as composition classes end up no longer being about the mechanics of writing and more about the content of the readings. Teller expands upon the second supporting claim by noting how many composition teachers are not qualified to be teaching disciplinary
Teller supports the claim with the claim that reading comprehension is tied to background knowledge and context. Teller expands on his supporting argument with the fact that all that can be taught are a “few basic principles: Read slowly and deliberately, annotate as you read, make summary notes, connect to the knowledge you already have.” Teller leads into the next supporting claim, which Teller put as composition classes end up no longer being about the mechanics of writing and more about the content of the readings. Teller expands upon the second supporting claim by noting how many composition teachers are not qualified to be teaching disciplinary