Literaturnachweis - Detailanzeige
| Autor/in | Wilson, Maja |
|---|---|
| Titel | Rethinking a Writing Teacher's Expertise: Following Students under the Kitchen Table |
| Quelle | In: English Journal, 99 (2010) 3, S.50-56 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-8274 |
| Schlagwörter | Writing Teachers; Writing Instruction; Teacher Role; Expertise; Power Structure; Teacher Student Relationship; Teaching Styles; Positive Reinforcement; Error Correction; Criticism; Figurative Language; Teacher Response |
| Abstract | 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.) (ERIC). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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