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ERIC Number: ED332194
Record Type: RIE
Publication Date: 1991-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Putting "Meta" Terms in Context: Constructing a Developmental Picture and Exploring Philosophical Implications.
Zolliker, Susan
Exploring the use of the prefix "meta" and the use of "meta" terms in the context of Lev S. Vygotsky's theories demonstrates that students need to use language to learn about language. "Writing about writing" is already part of many classrooms, but by establishing a connection between metadiscourse written informally and metadiscourse written within a formal essay, composition teachers may discover less need for exhortation, and composition students, more incentive for exploration. Perhaps the real value of "meta" terms is that they may allow writing teachers to resensitize themselves to a process which they have internalized. "Meta" terms also remind teachers of the difficulties encountered as a writer begins to be progressively aware that written language is shaped, shifted, shaded, and transformed. Encouraging students to use written language to their own diverse, perhaps idiosyncratic purposes is the most appropriate and promising way to foster the sensitivity to the world of language which students, from age five onward, naturally exhibit and develop. (PRA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Composition Theory; Metadiscourse; Vygotsky (Lev S)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).