Text, Context, and Shared Understandings: Refocusing on Accountability in Student Writing.Report as inadecuate




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A language-centered social interactionist approach toward writing and written communication involve writing and reading as acts of negotiation. Effective writing, which enables writers and readers to construct and share understanding, is a process of interpersonal contextualization. An analysis of the working drafts and revision of the introductory section of one student writer's text demonstrates how key textual features function reflexively to establish and sustain the rational grounds of writing and reading as sense-making social practices. An important pedagogical implication of this framework for understanding writing is that writer-reader classroom interactions need to be intensively text-centered, a concern too often neglected in current process-oriented instructional design. Developing writers need to witness the on-line effectiveness (or ineffectiveness) of their texts as rational accounts of the working contexts that enable readers to make sense of their efforts. (Contains 17 references.) (RS)

Descriptors: Audience Awareness, Higher Education, Interpersonal Relationship, Process Approach (Writing), Revision (Written Composition), Writing (Composition), Writing Research











Author: Wiemelt, Jeffrey

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9744&id=ED359514



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