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ERIC Number: ED378596
Record Type: Non-Journal
Publication Date: 1995
Pages: 51
Abstractor: N/A
Reference Count: N/A
A Computer-Assisted Pedagogical Model for Transacting with Literature. NCTE Concept Paper No. 13.
Evans, John Frank; Pritchard, Ruie Jane
The study reported in this paper argues for a process model of postsecondary instruction where reader-response literary theory in general, and L. Rosenblatt's transactional theory specifically, provides a theoretical framework for strategies which use computers to teach postsecondary English. The paper begins with an examination of the historical and theoretical basis of the relationship among various literary theories. The transactional computer-assisted model proposed in the paper reconciles approaches for teaching literature and teaching composition, while addressing questions about the roles of literary theory and computer technology in postsecondary classrooms. The defining characteristics of the model in the paper are that it is computer facilitated, process oriented, student centered, recursive, democratic, generative, and adaptable. The paper suggests strategies and experiences which allow students to consider a text as they might consider the world. The paper reports an application of the model in a computer-assisted postsecondary classroom and includes example lessons and student responses. Those who design postsecondary curricula, particularly those who teach postsecondary English, will find the model useful and timely, especially if they have a computer-assisted composition program in place. Contains 58 references and 14 figures illustrating sample computer screens and student responses. (RS)
National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096 (Stock No. 08237).
Publication Type: Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.