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ERIC Number: ED495444
Record Type: Non-Journal
Publication Date: 2006
Pages: 400
Abstractor: ERIC
ISBN: ISBN-0-86709-528-8ISBN-978-0-86709-528-9
Key Works on Teacher Response: An Anthology
Straub, Richard, Ed.; Lunsford, Ronald, Ed.
Boynton Cook
There is a special three-way balance in responding to student writing: one must be compassionate, have a vision for improvement, and be capable of confronting and cajoling students to help them maximize the possibilities of revision. This book presents some of the best examples of how writing teachers approach the delicate equilibrium of student need and instructional imperative as well as how they learn from the awkwardness and missteps sometimes associated with responding to students' written work. The book brings together twenty-three of the most important articles published during the last thirty years concerning teacher response to student writing. The scope and history of teacher response is presented through pieces by new thinkers and trusted voices from the past, including George Hillocks, Jr., Andrea Langford, Lil Brannon, Peter Elbow, and Chris Anson. Together they cover the gamut of practical and theoretical teacher-response topics from the impact of corrective markings and the importance of teacher praise to the rhetoric of teacher commentary and what contemporary trends in marking and grading say about the state of the process. No matter whether a teacher has graded their first thirty papers or their first three thousand, this book offers a variety of entry points into the ongoing discussion of how best to interact with student writers in encouraging them to write more effectively. The suggested grade level for this book is college.
Boynton Cook. Available from: Heinemann. P.O. Box 6926, Portsmouth, NH 03802-6926. Tel: 800-225-5800; Fax: 603-431-2214; e-mail:; Web site:
Publication Type: Books; Collected Works - General; Guides - Non-Classroom
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A