Files in this item

FilesDescriptionFormat

application/pdf

application/pdf9812583.pdf (5MB)Restricted to U of Illinois
(no description provided)PDF

Description

Title:Teacher Response to Student Writing: Communication, Context, and Pedagogy
Author(s):Evans, Kathryn A.
Doctoral Committee Chair(s):Colomb, Gregory
Department / Program:English
Discipline:English
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Higher
Abstract:The dissertation then examines two families of "post-transmission" models, the "meaning-as-negotiated" and dialogic models, and extends the latter to take into account awareness of interpretive difference. Based on this extension of the dialogic model, it is argued that communicative problems can often be traced not to interpretive difference, as has generally been assumed, but rather to lack of awareness of interpretive difference. Working within this revised framework will not only prevent our theories of "misunderstanding" from being impoverished, but it will also allow us to develop strategies to communicate, and thus to teach, more effectively.
Issue Date:1997
Type:Text
Language:English
Description:171 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.
URI:http://hdl.handle.net/2142/81475
Other Identifier(s):(MiAaPQ)AAI9812583
Date Available in IDEALS:2015-09-25
Date Deposited:1997


This item appears in the following Collection(s)

Item Statistics