Seeing writing right and righting writing: An investigation into teacher writing proficiency
Stacy L. Denny

Abstract
This study investigates the level of writing proficiency of 15 Anglophone Caribbean teachers of English. This is a purposive intact sample consisting of practising teachers who are currently students at The University of the West Indies (UWI). The study is a combination of quantitative and qualitative data whereby two pieces of analytical/persuasive academic writing, from each student, are evaluated against a weighted criteria checklist in the categories of introduction, body, conclusion and stylistics. The results are compared to the university’s grading system to determine success/failure. The result is that the majority failed in most categories. It the reasons behind this failure that I principally choose to explore, while looking into the implications arising for teacher training, classroom pedagogy and teacher evaluation and making recommendations for improvement.

Full Text: PDF