The framing of Teacher Response to Student writing
Wyatt-Smith, Claire. (1999) The framing of Teacher Response to Student writing. In In B. Doecke (Ed.). Responding to students' writing: Continuing Conversations pp. 271 - 285 Australian Association for the Teaching of English.
[Extract] The image of English teachers spending hours reading and responding to school writing, gradually reducing successive piles of papers, is a familiar one. Whether it be draft or completed versions of assignments (on paper or on disk), entries in a writing portfolio or a journal, answers to practice test questions, or actual examination papers, responding to school writing is part of our teaching routine - seemingly a 'natural' part of our work. In this chapter, my purpose is to denaturalise our responding practices, bringing to light their institutional or 'site based' character. The interest in what follows then is not with finding the 'right' methods or 'correct' approaches to response. Instead, it lies in exploring how teacher response to student writing is framed by a dynamic mix of textual and non-textual, site-related factors.
|Page range||271 - 285|
|Book title||Responding to students' writing: Continuing Conversations|
|Publisher||Australian Association for the Teaching of English|
|Place of publication||South Australia|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
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