Quote: “But what is
less available through this perspective is the cumulative effect that NCTE
journals have had on their readers over time—how the studies reviewed here made
their way (or did not) into the thinking and practices of NCTE members, in
their roles as researchers, teachers…and as writers. How did articles sink in?
How did the scenes of our teaching and research adjust as a result of our
encounters with journals? These are question in need of their own empirical
investigation.” P. 213.
Comment: During my three years (1967-1970) as a
doctoral student at Syracuse University, I proposed a dissertation topic that
was rejected by my adviser. (In fairness to her, I failed to do my homework. The questions in the preceding
quote should have been part of my preparation before bringing the topic to her
attention.) What would happen, was my question, if I showed teachers how to
read journal articles efficiently, showed them how to find the interesting
ideas quickly. I guess I was ahead of my time. Now that the NCTE is 100 years
old, questions are being raised about the effects of reading their journals. It
may be time to raise my question about the effects of efficient reading of
journals again. RayS.
Title: “Struggles for
Perspective: A Commentary on ‘One Story of Many To Be Told’: Following
Empirical Studies of College and Adult Writing Through 100 Years of NCTE
Journals.” Deborah Brandt. Research in
the Teaching of English (November
2011), 210-214.
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