Teacher Response to Student Writing: Communication, Context, and Pedagogy
type: CreativeWork
description: "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."
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."
author: Evans, Kathryn A.
language: eng
keywords: Education, Higher
date published: 2015-09-25T20:15:34Z
date modified: 2026-07-22T22:26:16Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/81475