Composition: History & Theory: 1930 - 1939
The English Journal Volume 27, No. 8: October, 1938
Description
CONTENTS
Grammar: The Swing of the Pendulum (Reed Smith): Despite contemporary debate about the use of grammar in teaching writing, Smith holds that grammar is a unified system and favors a traditional approach to teaching grammar. He writes, “the goal of the English course is not correct information, but unconscious, habitual correctness of habit” (640). [Nevermind if he, himself, is redundant]. English Grammar Again! (Dora V. Smith): This Smith argues that though there is a correlation between grammar study and correct usage, and between Latin study and high vocabulary, those that were being instructed in this way were also from privileged backgrounds that could influence their usage and vocabulary as well. She stresses that research shows that emphasis on clarity of thought produces better results in writing than an emphasis on grammar. Reading Preferences for Boys (J.W.M. Rothney and R.L. McCoul): This is a quasi-empirical survey of teenage boys (in college prep schools) to determine which reading materials they preferred outside of school. It was found that the boys enjoyed reading material related to current events, popular culture, and humor. They suggest teachers should respond to this trend by making connections between classic literature and contemporary culture, emphasizing humor, and avoiding history of literature, since boys do not like it. The fact that these teenage boys’ interests are shown as important to study shows the influence of progressive education, I think. Other articles stressed a scientific approach to English studies (i.e. “The Classroom as Laboratory") and how to teach research.
CONNECTIONS AND REFLECTIONS (Lydia M.)
I find reading the reflections of teachers on their own experiences in Freshman Composition as students and young teachers really fascinating in juxtaposition to articles about teaching at that time. Obviously, that “Old Dame English” Brener met in Freshman Composition was a subject of debate among teachers, but certainly alive and well. The 1938 article arguing for teaching clear thinking as opposed to grammar reflects Hayakawa’s idea of the purpose of Freshman Composition as giving students confidence in their intellectual ability through studying semantics. And the article on the reading preferences of boys suggests that teachers should focus on the contemporary scene, just as Fiedler suggests that in 1962, we have abandoned the practice of imposing “yesterday’s tastes” on our students. It seems the same concerns are present in both periods from slightly differing perspectives. [See College Composition and Communication , Volume 13, No. 1 (February, 1962) for details.]
Date of Upload
3/13/09