1997•English EducationRequires access

Teaching as We’re Taught: The University’s Role in the Education of English Teachers

James E. Marshall, Janet Smith

Abstract

Examines teaching practices in one English department. Investigates language of course syllabi for statement of goals, course reading, and course writing. Interviews faculty for observations about the texts, curriculum, and classroom practice. Suggests that, while university scholarship has moved beyond the New Criticism of the 1950s, university teaching may be stuck there.

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Key concepts: Syllabus, Scholarship, Criticism, Pedagogy, Curriculum, Reading (process), Statement (logic), Mathematics education