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Contextualizing Teachers' Responses to Writing in the College Classroom by Paul Prior - 1998The research on response has identified three key communicative
problems. First, teachers' interpretations of students' texts are often
problematic. These interpretations are based on students' texts that
may not communicate well. They are often grounded in knowledge,
beliefs, and values that students do not share, and they are produced
through reading practices that are often less than optimal. Second,
teachers' responses to students' texts often do not communicate effectively
to students what the teacher believes they have done well, what
they have done poorly, how the text might be revised, or, for that matter,
what they have done at all. Third, teachers' responses appear to be
problematic because their negative focus and tone convey too effectively
to many students that their writing is bad—a message that seems
to discourage rather than encourage further engagement and growth
in writing ability.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 97, No. 2. |
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- Paul Prior
University of Illinois, Urbana-Champaign
E-mail Author
PAUL PRIOR is Assistant Professor in the Department of English at the University of
Illinois, Urbana-Champaign, where he is Acting Director of the Division of Rhetoric.
He is also Director of the Graduate Student Writing-Across-the-Curriculum Programs
in the Center for Writing Studies.
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