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ERIC Number: ED343121
Record Type: Non-Journal
Publication Date: 1992-Mar-21
Pages: 10
Abstractor: N/A
Reference Count: N/A
Initial Gestures: Point of View and Context in Responding to Student Writing.
Mayo, Wendell
The point of view that teachers use in responding to students' writing affects the kinds of dramatized presences that teacher responses create. Such presences make available a range of reading and writing roles that students may adopt or reject. For a dramatic presence to be felt by a reader, a writer must select and sustain a clear means of perception of the text, a point of view persona separate from the reader, from whose vantage point the text is viewed. In one context, a teacher may assume the role of evaluator. Criticism may come from a third person, omniscient, objective point of view ("this paper fails to support its thesis"), a second person persona ("you fail to support your thesis"), or a more personal, first person source ("I feel your paper does not support its thesis"). In another context, the teacher might take on a writerly role, and respond to student writing descriptively, from either a first, second, or third person perspective. The best teachers can possibly do is to make the presences or roles clear, and ask themselves if the roles would be as clear and useful to the teachers as writers if they were asked to negotiate them. (SG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A