ERIC Number: ED232190
Record Type: RIE
Publication Date: 1983-May
Reference Count: 0
Student-Teacher Memos: A Collaborative Means to Student Development.
The student-teacher memo is a self-evaluative technique that shifts responsibility for writing development from teacher to student. Including descriptions of the intended audience, purpose, and perceived effect of a completed paper, along with specific questions the student would like the teacher/reader to answer on problems in the essay, the student memo serves as a catalyst for conferences and a focus for teacher evaluations. It also gives the teacher insight into student intent, thus encouraging the teacher to act as an editor rather than a judge. Even more importantly, the use of memos can inspire student metacognition, or reflection on his or her own writing process. Students in a freshman composition course, for example, reported considering memo questions before and during, as well as after, writing papers. Perceived by students as writing to a "real" audience with a definite purpose and as seeking specific results, the memos encourage reader-based, transactional prose. They represent one method of helping students develop their own literary voice. (MM)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Canadian Council of Teachers of English (16th, Montreal, Canada, May 10-14, 1983).