Out of the Shadows: Rethinking Response Through the Instructor -Led Peer Conference
Ching, Kory
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/81444
Description
Title
Out of the Shadows: Rethinking Response Through the Instructor -Led Peer Conference
Author(s)
Ching, Kory
Issue Date
2008
Doctoral Committee Chair(s)
Prior, Paul
Department of Study
English
Discipline
English
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Language, Rhetoric and Composition
Language
eng
Abstract
"This dissertation is a historical, theoretical, and empirical study of the practices of responding to student writing in composition classrooms. It argues that the primary value of response lies not in the evaluation or correction of student texts, but instead in the opportunities it presents for the dialogic shaping of writers and their writing practices over time. It focus specifically on a relatively neglected response format, called the ""instructor-led peer conference"" (ILPC), in which a writing instructor meets with a small group of students to discuss their drafts in progress. By tracing the genealogies of more common activities (such as peer response), and also by drawing on sociocultural theories of language (such as those of Vygotsky, Bakhtin, and Voloshinov), this study positions the ILPC as an ideal site for studying response as a situated practice. By attending closely to the contexts of response, it complicates received notions of teacher authority, student autonomy, and textual ownership that constrain, rather than enable, effective response practices. The aim of this dissertation is not to convince writing teachers to use the ILPC, but instead to argue for the pedagogical value of the kind of collaborative dialogue the ILPC represents. In the end, this dissertation also demonstrates the utility of combining historical and theoretical approaches with classroom-based research to study existing teaching practices."
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
