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.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: