Group items tagged

A guideline statement published by National Council of Teachers of English (NCTE), 1987. From the statement: "Faculty members must be given adequate time to fulfill their responsibility to their students, their departments, their institutions, their profession, the larger community, and to themselves. Without that time, they cannot teach effectively."

This came up in a ped circle discussion, late in the semester, regarding workoad and how the demands of college employment tend to get in the way of the reflection, collaborative work, and intellectual development of individual instructors.

By the Council of Writing Program Administrators (WPA) and the National Council of Teachers of English (NCTE). This document is jointly endorsed by both organizations.

Published by Conference on College Composition and Communication (CCCC) in 1974, this document "includes the resolution on language adopted by members of CCCC in April 1974; the background statement explaining and supporting that resolution; and the bibliography that gives sources of some of the ideas presented in the background statement...."

By Deb Aronson. In Council Chronicle, published by the National Council of Teachers of English, Vol 19(#2), Nov 2009. pp. 18-21. Click to page 18 of this PDF for the start of the article.

NH says, "In this article Scott Warnock and others describe the high level of detail that is needed in an online syllabus and writing assignments."

By Kristen Hawley Turner. English Journal, vol 98 (5), 2009, pp. 60-65. Rather than looking at African-American English (as many of our other code_switching resources do), Turner looks at how texting has affected students' writing and how teachers can employ code-switching to help.

By Rebecca S. Wheeler, Rachel Swords. This is a marketing blurb describing the text, available for sale through National Council of Teachers of English. 2006. Sample chapter and table of contents available as PDF.

By the Conference on College Composition (CCCC) Committee on Assessment, November 2006 (revised March 2009). This document outlines the CCCC's position on writing assessment, noting that "given the high stakes nature of many of these assessment purposes, it is crucial that assessment practices by guided by sound principles..."