NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872809
Record Type: Journal
Publication Date: 2010-Jan
Pages: 7
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-0013-8274
Rethinking a Writing Teacher's Expertise: Following Students under the Kitchen Table
Wilson, Maja
English Journal, v99 n3 p50-56 Jan 2010
In society, expertise bestows directive power--the authority to tell others what to do and how to do it, or simply to do it for them. In a school system that still operates on an authoritarian model, the author's expertise as a writer and teacher gives her directive prerogative when responding to student writing. Traditionally, teachers have used this power to full directive advantage. Without re-visioning their interaction with student writers and student writers' texts, teachers' praise and correction are simply two sides of the same coin; both modes of response position teachers as experts who direct students either by dangling the carrot with "pat-on-the-back" praise or brandishing the stick with swat-on-the-behind criticisms. Rejecting a response paradigm that pits praise against criticism, the author argues in this article for "pedagogically significant" teacher responses to student writing. (Contains 3 notes.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A