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Teachers as Readers of Students' Writing by Melanie Sperling — 1998Bestowed with a baton
(at once sturdy and delicate), the teacher-reader can be seen as a sensitive
interpreter of text, filtering as well as animating the range of sensibilities
that are reflected in the reading of a single composition. As
fanciful as the orchestral image may be, the fact is that two to three
decades of writing research focusing on the teacher as reader and
responder to students' writing, as well as the evolving theories of
writer-reader relationships that have both shaped and reflected this research, invite our serious consideration of this image as a metaphor
for reading students' work and directing the social interchanges that
may shape it, even though the old image may linger.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 97, No. 2. |
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- Melanie Sperling
Stanford University
E-mail Author
MELANIE SPERLING is an Assistant Professor in the School of Education at Stanford
University.
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