Teacher Response to Student Writing: Communication, Context, and Pedagogy
"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."
University of Illinois - Urbana-Champaign
Networked Digital Library of Theses and Dissertations
University of Illinois at Urbana-Champaign