A CHOICE OF ROLES FOR TEACHERS OF WRITING

Abstract

It was from British Columbia that the first rumblings of discontent were heard in Canada from university teachers who cared about writing. Given their head start in active inquiry into the state of writing abilities among undergraduates, the university writing courses there command a special interest and attention. Andrea Lunsford discusses with calm lucidity the full implications of the apprentice model of instruction which she practises, deploying both the authenticity of her experience and its authority in well-documented theory. This is a thoroughly teacherly prescription for practices which are less familiar in our universities than they may be in schools, and are all the more welcome for their academic robes.