ERIC Number: EJ551830
Record Type: Journal
Publication Date: 1997
Reference Count: N/A
Marking the Unmarked: Reading Student Diversity and Preparing Teachers.
Marshall, Margaret J.
College Composition and Communication, v48 n2 p231-48 May 1997
Reconsiders the assumptions writing teachers make about students' literacy practices. Chooses students in the "center," neither particularly successful nor recalcitrant failures, to demonstrate a way of reading the rhetorical constructions of students' texts to understand the decisions they make in composing. Sketches implications of teaching teachers to read the ways in which their students are not all the same. (PA)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A