Teacher Response to Student Writing: Communication, Context, and Pedagogy
Evans, Kathryn A.
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Permalink
https://hdl.handle.net/2142/81475
Description
Title
Teacher Response to Student Writing: Communication, Context, and Pedagogy
Author(s)
Evans, Kathryn A.
Issue Date
1997
Doctoral Committee Chair(s)
Colomb, Gregory
Department of Study
English
Discipline
English
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Higher
Language
eng
Abstract
"The dissertation then examines two families of ""post-transmission"" models, the ""meaning-as-negotiated"" and dialogic models, and extends the latter to take into account awareness of interpretive difference. Based on this extension of the dialogic model, it is argued that communicative problems can often be traced not to interpretive difference, as has generally been assumed, but rather to lack of awareness of interpretive difference. Working within this revised framework will not only prevent our theories of ""misunderstanding"" from being impoverished, but it will also allow us to develop strategies to communicate, and thus to teach, more effectively."
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