Seems to me this is quite consistent with Rick's take on style- centered as opposed to effect-centered pedagogies. > What counts now as "American" style compostition are many of the > practices that many of us currently advocate. So for example > interactive workshops, attention to invention, drafts, > collaborative projects etc. etc. are often viewed (within English > departments) as strange foreign and not-to-be trusted practices. > > What counts as "Canadian" seems to be the mechanistic style focused > courses as present in many of the handbooks that have been revised > into "Canadian" editions. Cathy's suggestion that this is driven by economics might be right in terms of the immediate administrative decisions, but long-term I think (a) both forms are pretty labor-intensive and (b) the choice of the "mechanistic, style-focused courses" is actually driven more by a set of goals focused mainly on weeding out those who don't get it rather than on trying desperately to help those who don't get it build a model of discourse where they might. It has been said about a university which shall remain unnamed, "Oh, yes, that's the place where they take all those silk purses and make silk purses out of them." -- Russ __|~_ Russell A. Hunt __|~_)_ __)_|~_ Aquinas Chair St. Thomas University )_ __)_|_)__ __) PHONE: (506) 452-0424 Fredericton, New Brunswick | )____) | FAX: (506) 450-9615 E3B 5G3 CANADA ___|____|____|____/ [log in to unmask] \ / ~~~~~~~~~~~~ http://www.StThomasU.ca/hunt/ ~~~~~~~~~~~~