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ERIC Number: ED217478
Record Type: RIE
Publication Date: 1982-Mar
Pages: 19
Abstractor: N/A
Reference Count: 0
A Teacher Essay as Model for Student Invention.
Wess, Robert C.
A teacher-written essay comparing writing to farming served as a process model for analogical student themes. This assignment, given to 39 students in 2 classes of a first course in freshman composition, produced complete analogical essays in all but 4 cases. The essays, questionnaire responses, and retrospective essays on the writing of the original assignment created a cumulative picture of student writing processes. Although unaware of any theoretical paradigms, the students wrote within a process-of-inquiry framework. Like the teacher's model, their essays manifested a four-part pattern of development: from preparatory problem, to intermediate incubation, to flash of insight, to final verification. The students' discoveries during this process can be classified according to the communication triangle--from the writer's standpoint, from that of the audience, or from that of the message itself. These discoveries can also be classified on a continuum from already known to not-known, or undiscovered. The students' success with the assignment and their follow up comments confirm the usefulness of the teacher's essay as a process model. (JL)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Freshman Composition
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (33rd, San Francisco, CA, March 18-20, 1982).