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Teachers as Readers of Students' Writing

by Melanie Sperling - 1998

Bestowed 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.

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This article originally appeared as NSSE Yearbook Vol 97, No. 2.

Cite This Article as: Teachers College Record Volume 99 Number 6, 1998, p. 131-152
https://www.tcrecord.org ID Number: 18737, Date Accessed: 5/12/2021 8:30:25 PM

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About the Author
  • 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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