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University of Illinois at Urbana-Champaign
Teacher Response to Student Writing: Communication, Context, and Pedagogy
Abstract
dc: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."
Degree
thesis:*- Name thesis:degree_name
- Ph.D.
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- English
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2015
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Evans, Kathryn A.
- Contributors dc:contributor
-
- Colomb, Gregory
Subjects
dc:subject × 1Rights
- Language dc:language
- eng
Identifiers
dc:identifier.*- Identifier
- (MiAaPQ)AAI9812583
- OAI identifier oai:identifier
- oai:www.ideals.illinois.edu:2142/81475