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ERIC Number: ED199701
Record Type: RIE
Publication Date: 1981-Mar
Pages: 24
Abstractor: N/A
Reference Count: 0
Writers as Readers.
Hartwell, Patrick
In an informal experiment, ten pairs of passages covering a range of writing (poems, narrative prose, legal writing, "educationalese," anthropology, and literary criticism) were presented to two sections of freshman English and two sections of a graduate seminar in which the students were primarily experienced high school and college instructors. Students were asked to choose the "professional" writer and to explain their choice in a few sentences. Their responses indicated that mature reader/writers responded to content, global development, coherence, tone, audience, and voice. They also made sophisticated inferences about stylistic and rhetorical effectiveness. Weaker writers, who preferred student writing to professional writing, used criteria like smooth, flowing, easy to read, a rigid sense of preexisting rules of form and style, grammatical correctness, and personal, subjective responses to content. It would seem that weaker students learn what is taught them and what they learn gives them a model of literacy that helps them to behave in ways that make it harder to master literacy. This dilemma can be overcome by providing the students with access to models of reading and writing in a variety of ways, integrating the teaching of reading and writing, and providing the students with alternative criteria for judging their reading and writing. (HOD)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reader Response
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (32nd, Dallas, TX, March 26-28, 1981).