McTeague, Frank

Shared reading in the middle and high school years by Frank McTeague( Book )

5 editions published between 1992 and 1993 in English and held by 245 WorldCat member libraries worldwide

Language for living by Frank McTeague( Book )

in English and held by 11 WorldCat member libraries worldwide

Language for living 1 : threshold level by Frank McTeague( Book )

2 editions published between 1981 and 1984 in English and held by 9 WorldCat member libraries worldwide

Language for living 3 : general level by Frank McTeague( Book )

2 editions published between 1981 and 1982 in English and held by 7 WorldCat member libraries worldwide

Language for living 2 : basic level by Frank McTeague( Book )

1 edition published in 1981 in English and held by 6 WorldCat member libraries worldwide

Language for living 4 : advanced level by Frank McTeague( Book )

1 edition published in 1981 in English and held by 6 WorldCat member libraries worldwide

Response to literature by Frank McTeague( Book )

1 edition published in 1987 in English and held by 3 WorldCat member libraries worldwide

An Investigation of Secondary Student Writing Across the Curriculum and Some Suggestions for School Language Policies by Frank McTeague( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

A survey of student writing in every subject and grade in a Canadian secondary school involved 117 students over a nine-day period and investigated the amount of writing done in all subjects and the variety of purpose and audience in student writing. Results showed that each student produced an average of two written pieces per day, that one out of three pieces was mathematical, that the average amount of writing was some 166 words per school day, that approximately one-third of the writing was copied, that the writing was limited in variety (only 15% of the writing called for the use of reasoning or inference), and that there was a discrepancy between the writing of students and writing required in the adult environment. Suggestions for teachers and department heads to use in implementing school language policies include the need to view writing as a multistage process, to recognize that literate intelligence and scholarly cognitive abilities are developed primarily by writing, and to understand that teacher response to student writing is critical in developing writing abilities. (Aea)