Helping students write well: A guide for teachers in all disciplines

Tags: apprentice teachers, Gender Harassment, Fifth Avenue New York, women's studies, racial stereotypes, Helene Moglen, women's status, Period Bibliographies, scholarly articles, Phyllis Zatlin-Boring, French literature, Ruth Angress, Phyllis Franklin, part-time teachers, rhetorical history, writing, James J. Murphy, writing process, literature, Academic Processes, Academic Women, Barbara E. Fassler Walvoord, graduate students, teachers, part-time appointments
Content: Modern Language Association Statement on the Use of part-time faculty The recent dramatic increase in the use of part-time teachers in many departments of English and foreign languages is already threatening departmental integrity, professional standards, and academic excellence. Although some part-time appointments add significant dimensions to curricula and some professionals prefer to accept only part-time academic appointments because of other commitments, most part-time appointments are not made for educationally sound reasons. Indeed, the primary motivation for many of these appointments has been to reduce the cost of instruction. From the point of view of the departmental administrator, part-time teachers fall into two general groups. Most are clearly temporary members of a department. Others teach from year to year and become virtually per manent. graduate students who serve as apprentice teachers enjoy a special status in their departments and are therefore distinct from these groups. The very conditions under which most temporary and permanent part-time teachers are employed define them as nonprofessionals. Often they are hired quickly, as last-minute replacements, with only hasty review of their credentials. They receive little recognition or respect for their contributions to their departments; in many in stances they are paid inequitably. The potential damage to academic programs caused by the excessive use of part-time teachers cannot be calculated exactly, but some negative effects are unavoidable. Because part-time teachers are not treated as members of the departmental community, they often have a limited commitment to the institution and its students. Because part-time teachers rarely participate, as professionals should, in the development of courses, the continuity of sequential courses and the consistency of multisectioned courses suffer. Because part-time teachers are rarely available to advise students or, if available, may not be fully informed about institutional programs, inordinate ly heavy responsibility for advising falls to the full-time faculty. In addition, because of the low professional standing of part-time teachers, their frequent assignment to composition and introductory language courses diminishes the importance of basic courses at a time when society recognizes a need for special attention to this part of the curriculum. In the face of present conditions and concern about the decline in quality of humanities programs, the M L A urges college and university administrations to make new and concerted efforts to eliminate the excessive use of part-time teachers, to improve the conditions under which part-time teachers are employed, and to recognize the professional status and important contributions of such teachers. Continuation of excessive, unplanned use of part-time teachers can only exacerbate administrative difficulties, invite student dissatisfaction, and threaten the quality of education. The MLA offers the following guidelines for the employment of part-time teachers. Guidelines 1. Each department should develop a long-range plan that clarifies the use of both temporary and permanent part-time teachers in terms of departmental needs and goals. This plan should establish an appropriate limit on how many part-time teachers may be hired in relation to the number of full-time faculty and graduate students who serve as apprentice teachers. 2. Alt part-time teachers should be treated as professionals. They should be hired and reviewed according to processes broadly comparable to those established for full-time faculty. They should be given mailboxes, office space, and clerical support. They should receive adequate introduction to their teaching assignments, departments, and institutions. They should either be paid a pro rata salary or receive a just salary that ac curately reflects their teaching duties and an additional stipend for any duties outside the classroom they are asked to assume. When appropriate and in accordance with well-thought-out policies, part-time teachers should participate in determining departmental policies and in planning the courses they teach. 3. ff there is a recurrent need for the services of part-time teachers, departments should consider establishing a cadre of permanent part-time teachers. In addition to the privileges outlined in item 2 , above, these teachers should receive appropriate fringe benefits and incentives that foster professional development, for example, merit raises and access to research and travel funds. (NB: This statement was developed by an ad hoc committee of the Association of Departments of English.)
Helping Students Write Well A Guide for Teachers in All Disciplines
By Barbara E. Fassler Walvoord
This handbook addresses teachers of various disciplines--economics, biology, history, literature--as well as those who teach writing. Individual chapters furnish infor mation and suggestions on how teachers in every discipline can make writing assign ments meaningful, establish a wholesome and stimulating writing environment for their students, coach pupils in the writing process, respond accurately and specifically to student papers, and communicate clearly with students about writing successes and failures.
Published 1982
233 pages
Paperbound, $9.50
The Rhetorical Tradition and Modern Writing
Edited by James J. Murphy
This volume argues for the reintegration of literature and writing--once closely connected but now for some years separated. Each author calls for an examination and reorientation of pedagogical values to address the imbalance between literacy and literature in modern education. The volume offers a number of cogent examples of the value of applying the lessons of rhetorical history to modern composition. The book does not survey all historical periods but, rather, looks to evoke interest in reviving ideas that can be applied to contemporary situations.
Published 1982 vii & 149 pages
Clothbound, $19.50 Paperbound, $9.50
The Modern Language Association of America 62 Fifth Avenue N e w York, N e w York 10011
Rocking the Boat: Academic Women and Academic Processes Edited by Gloria DeSole and Leonore Hoffmann
This book explores many of the issues that concern women faculty in higher education. Individual women discuss
their struggles for equitable treatment, focusing on such topics as failure of Affirmative Action, exploitation of
part-time instructors, support networks, and legal resources, and report their bittersweet victories. The effects of sex
discrimination in higher education are further analyzed through an examination of the academic processes of hiring,
promotion, tenure, and firing.
Published: December 1981
Paperbound, $9.50
xi & 129 pages
Stepping off the Pedestal: Academic Women in the South Edited by Patricia A. Stringer and Irene Thompson
The contributors to this volume -- graduate students, faculty, and administrators -- lucidly present a composite view
of the deep-rooted assumptions and myths surrounding the role of women in academic institutions of the South.
Essays based on experience, poems, and traditional scholarly articles explore a variety of themes, such as women's
studies, the history of women's involvement in higher education, women's status, racial stereotypes, alienation, and
conformity. The changing perceptions of what academic women should be doing are also discussed.
Published: February 1982
Clothbound, $16.75
ix & 181 pages
Paperbound, $9.50
Sexual and Gender Harassment in the Academy: A Guide for Faculty, Students, and Administrators By Phyllis Franklin, Helene Moglen, Phyllis Zatlin-Boring, and Ruth Angress
An important booklet that examines the fundamental issues surrounding the problem of sexual and gender
harassment in institutions of higher education. The authors propose useful steps and procedures, including
establishing definitions, determining codes and standards, and developing grievance mechanisms and sanctions, and
provide specific suggestions and guidelines for ways in which institutions, students, and employees can implement
these and other procedures. The authors also discuss recent judicial rulings, the question of institutional integrity,
and the social and psychological implications of such harassment for women.
Published: September 1981
Paperbound, $4.50 (1-9 copies)
iii & 75 pages
$3.50 (10 or more)
The Modern Language Association of America
62 Fifth Avenue
New York, NY 10011
This guide, intended for both student and scholar, provides a categorized list ing of major resource materials avail able for research in French literature from the Middle Ages to the twentieth century.
FRENCH LITERATURE AN annotated guide TO SELECTED BIBLIOGRAPHIES
Resource materials are listed under the following headings: · Reference Guides · Annual Bibliographies · Period Bibliographies · Comprehensive Bibliographies of Publications in France · Bibliographies of Periodicals · Library Catalogs of Printed Books · Bibliographies of Dissertations · Related subject areas: Linguistics, Comparative Literature, French History · Miscellaneous Bibliographies · Dictionaries of Pseudonymous and Anonymous Works · Quebecois Literature · French Literature of O t h e r Countries · book reviews in Journals
Compiled by Richard Kempton
Entries are followed by concise annota tions of each work listed. An author/ title index and a subject index complete the work.
1981 42 pages Paperbound, $4.50 Modern Language Association 62 Fifth Avenue New York, New York 10011
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