Constructing the Perspective of Teacher-as-Reader: A Framework for Studying Response to Student Writing

Research in the Teaching of English May 1994

Constructing the Perspective of Teacher-as-Reader: A Framework for Studying Response to Student Writing

Melanie Sperling Stanford University

Abstract

This study provideas framework for analyzing t e multiplea spects of reader perspective in a teacher’s approacth to writing instruction. This framework is based on an examination of one teacher’s written comments on her students’ paper as well as on observations of her classroom. Analysis showed that the teacher’s perspectivaes a reader, as reflected by her written commenotsn students’ papers, differed (a) across students, especially for the two students at either end of the ability rangea; and (b) a cross writing assignmentrs, evealing differences in their difficulty but in ways not predicted by the theory underlying the assignment sequence. Groundeind the social processes of writing and reading in the context of the classroom, the framework gives researchers and teacher as way to explore reader perspective in teacher response to student writing and its influence on writing and learning to write.

Journal: Research in the Teaching of English
Published: 1994-05-01
DOI: 10.58680/rte199415383
Open Access: Closed
Topics: writing pedagogy multilingual writers

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