A Critical Review of Frameworks of Teaching Writing in the United States: Focusing on the Richard Fulkerson's and James Berlin's Classifications

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  • MORIMOTO, Kazuhisa
    日本学術振興会特別研究員・教育方法学・発達科学コース博士後期課程3回生

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  • 米国ライティング教育における分析枠組みの批判的検討 --ファルカーソンとバーリンの分類に着目して--
  • ベイコク ライティング キョウイク ニ オケル ブンセキ ワクグミ ノ ヒハンテキ ケントウ : ファルカーソン ト バーリン ノ ブンルイ ニ チャクモク シテ

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Abstract

This paper describes a theoretical analytical framework for teaching writing by focusing on Richard Fulkerson's and James Berlin's classifications of Writing Studies in the United States, with the question of how writing education can be classified and from what perspective. By examining the findings of Berlin's works in the 1980s, which had been overlooked in previous research, this paper modifies Fulkerson's analytical framework and provides a more valid framework. This study identifies a new analytical framework consisting of three views--axiology/epistemology, pedagogy, and assessment--and five perspectives--current-traditional rhetoric, cognitivism, expressionism, critical/cultural studies, and procedural rhetoric. This has resulted in the following improvements: (1) an analytical view on the politics of cognitivism is guaranteed; (2) the integration of the "process" into pedagogy makes the analytical view clearer; and (3) issues on axiology/epistemology and issues on evaluation theory can be examined separately.

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