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ERIC Number: ED307619
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Classical Imitation and Reading/Writing Connections: Analysis and Genesis Enter the Twentieth Century.
Foster, Bill R., Jr.
Reading and writing are complementary activities--if not two sides of the same activity--and together they provide a model for instruction in writing and thinking. The classical rhetorical concept of imitation as analysis followed by genesis provides the connection between classical imitation and the recent reading/writing connections proposed for the composition classroom. Students should be exposed to a variety of models to allow them to develop a broader world view, and they must also develop a metacognitive understanding of language and communication which comes via theory in the classroom and analysis (classical imitation) which is then reinforced by original composition. When students understand the interactive relationship of the writer's context, the reader's context, and critical analysis of the text, they will be able to see themselves as writers functioning in the same arena. In this way they become classical imitators of models because they understand their models and generalize from that understanding to their own writing. Teachers must provide a broad range of reading and writing experience in composition courses, undergirding that experience with a metacognitive scaffolding which will allow their students to see themselves as writers through a better understanding of what a writer does. (Fifteen references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Historical Materials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A