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ERIC Number: ED384068
Record Type: Non-Journal
Publication Date: 1995-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
Revealing the Teacher-as-Reader: A Framework for Discussion and Learning. Occasional Paper No. 40.
Sperling, Melanie
A study examined an eleventh grade literature teacher's written responses to her students' writing. Copies of the students' graded papers were collected, and the instructor and eight students were interviewed. These sources became central to building a framework detailing five key ways that this teacher oriented herself to student writing: (1) interpretive; (2) social; (3) cognitive/emotive; (4) evaluative; and (5) pedagogical. In the interpretative orientation, the instructor was relating the student texts to her own personal experience and to her knowledge of the student and his or her work. In the evaluative orientation, the instructor invoked disparate roles she has with the students, i.e., "peer,""literary scholar,""teacher," and "aesthetic reader." In the cognitive/emotive orientation, the teacher reflected on her analytical reasoning and her feelings as well. In her evaluative orientation, she assessed whether the student's writing was working for her. And in the pedagogical orientation, she viewed the student writing as vehicles for her own teaching and learning. (Contains one figure showing the five ways of orientation for the teacher-as-reader. (TB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for the Study of Writing and Literacy, Berkeley, CA.; National Center for the Study of Writing and Literacy, Pittsburgh, PA.