Abstract

Schools should be instructing students in formal thought and expression—what we call “comprehending”—rather than in everyday or “home” thought and language—what we call “understanding.” In this essay we suggest general changes in the standard reading and writing curricula. Finally, we examine the language of writing instruction, in college-level individual writing conferences, to take a close look at issues involved in implementing the curricula for higher and lower achieving students.

Journal
Written Communication
Published
1984-10-01
DOI
10.1177/0741088384001004005
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Cited by in this index (1)

  1. Written Communication

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