Stewart, Donald C. “The Status of Composition and Rhetoric in American Colleges, 1880-1902: An MLA Perspective.” Norton Book of Composition Studies. Ed. Susan Miller. First ed. New York: W.W. Norton, 2009. 129-140. Print.
Attitude that teaching composition is wearisome and not worth professors’ while. p 129
Some considered composition and/or rhetoric boring and just about grammar and spelling, while others considered one of the most important subjects as it teaches people to speak and write intelligently.
Bizarre that Pedagogical Section of MLA was removed because it wanted writing to be “natural and sincere, not phony and artificial” (138). Awesome!
MLA presidents from 1899-1904 were of the mind that the English is a living, breathing language, and that there were several misconceptions about the language p 132
Pro-teaching of rhetoric teachers advised teaching the history of rhetoric, history of English syntax, different ways to use language and how expert writers use it, and history of literary criticism. p 134
Committee’s report on The Century’s experiment on how test argument validity in writing had three findings: (1) there is much room to wander in unchartered territory, (2) the report was faulty, and (3) you must teach composition and not hope that students will absorb what they read: they need “structure.” p. 135-136
Teachers adapt their methods to that of their students’ abilities. This would include how and what is taught at the elementary, secondary, and post-secondary levels. p. 137
“The association [MLA] was most certainly not a teacher’s agency nor was it centrally concerned with pedagogical problems.” p 132 James Bright’s papers.
“After reviewing the many responses they received [from the survey], the committee concluded that “Rhetoric” should be defined much more broadly than as ‘practical composition’ and ‘that the field thus opened will afford abundant opportunity for investigation by the serious student.'” p 135
What sections are current with the MLA?
What are the attitudes towards these findings in today’s MLA membership?
How does MLA and NCTE differ in their fundamental beliefs?
Hart, James Morgan. “The College Course in English Literature, How It May Be Improved.” PMLA os (1884-85): 84-95.
Mead, William E. “Conflicting Ideals in the Teaching of English Composition.” Report of the Pedagogical Section of the MLA, Proceedings of the MLA (1902): vviii-xxiii.