An Apology for Structured Composition Instruction

Written Communication Jan 1986

An Apology for Structured Composition Instruction

PETER SMAGORINSKY

Abstract

Many researchers in composition instruction assume that free and journal writing exclusively and necessarily produce “meaningful” writing. This is not substantiated in their limited case study research, or in the research of anyone else. We need to establish a precise definition of “meaningful” writing, determine its place in the curriculum, and determine better means of designing instruction that produces writing that is both meaningful and of high quality. The meta-analysis of Hillocks (1984) indicates that structured composition assignments produce better writing than nondirectional writing experiences. This article explores the reasons for this, and establishes hypotheses based on these reasons for developing a theory of composition instruction. The hypotheses support a need for structured instruction, rather than student-generated direction.

Journal: Written Communication
Published: 1986-01-01
DOI: 10.1177/0741088386003001008
Open Access: Closed
Topics: qualitative research multimodality

Citation Context

Cited by in this index (4)

Saunders et al. (2003)

The Effects of Pre-exam Instruction on Students' Performance on an Effective Wr…

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SMAGORINSKY et al. (1994)

Cultural Tools and the Classroom Context

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SMAGORINSKY (1987)

Graves Revisited

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TEICH (1987)

Transfer of Writing Skills

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Cites in this index (1)

Pianko (1979)

A Description of the Composing Processes of College Freshman Writers

Research in the Teaching of English

Also cites 1 work outside this index ↓

10.1086/443789

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