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Writing about reading matters.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Writing about reading matters.
作者:	Alter, Jeannine.
面頁冊數:	544 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2422.
Contained By:	Dissertation Abstracts International70-07A.
標題:	Education, Language and Literature.
標題:	Education, Secondary.
標題:	Language, Rhetoric and Composition.
ISBN:	9781109299694
摘要、提要註:	This study addresses writing-about-reading assignments in high school English classes, comparing those designed simply to create evidence students have read with those that encourage learners to engage with text. Teachers too often ask students to create summary, passive writing-about-reading artifacts, depriving learners of opportunities to engage with text, make meaning of it, and thereby develop their beliefs and values. This study involves four high school teachers whose pedagogical practices allow their students to interact with literature dialogically: students actively engage with text through commonplace books, marginalia, on-line discussions, and personal essays. Four primary questions underlie the study's research design: what writing-about-reading practices occur in four high school English classrooms?; what are teachers' definitions, and students' perceptions, of the purposes for these practices?; how do students interact with text through these writing practices?; and, what lessons derive from the writing-about-reading experiences born of these practices? Mikhail Bakhtin's theories of dialogism frame and inform these questions.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3368346

Writing about reading matters.
Alter, Jeannine.

Writing about reading matters. - 544 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2422.

Thesis (Ed.D.)--Teachers College, Columbia University, 2009.

This study addresses writing-about-reading assignments in high school English classes, comparing those designed simply to create evidence students have read with those that encourage learners to engage with text. Teachers too often ask students to create summary, passive writing-about-reading artifacts, depriving learners of opportunities to engage with text, make meaning of it, and thereby develop their beliefs and values. This study involves four high school teachers whose pedagogical practices allow their students to interact with literature dialogically: students actively engage with text through commonplace books, marginalia, on-line discussions, and personal essays. Four primary questions underlie the study's research design: what writing-about-reading practices occur in four high school English classrooms?; what are teachers' definitions, and students' perceptions, of the purposes for these practices?; how do students interact with text through these writing practices?; and, what lessons derive from the writing-about-reading experiences born of these practices? Mikhail Bakhtin's theories of dialogism frame and inform these questions.

ISBN: 9781109299694Subjects--Topical Terms:

423004
Education, Language and Literature.

Writing about reading matters.
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245 1 0 $a Writing about reading matters.
300 $a 544 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2422.
500 $a Adviser: Ruth Vinz.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2009.
520 $a This study addresses writing-about-reading assignments in high school English classes, comparing those designed simply to create evidence students have read with those that encourage learners to engage with text. Teachers too often ask students to create summary, passive writing-about-reading artifacts, depriving learners of opportunities to engage with text, make meaning of it, and thereby develop their beliefs and values. This study involves four high school teachers whose pedagogical practices allow their students to interact with literature dialogically: students actively engage with text through commonplace books, marginalia, on-line discussions, and personal essays. Four primary questions underlie the study's research design: what writing-about-reading practices occur in four high school English classrooms?; what are teachers' definitions, and students' perceptions, of the purposes for these practices?; how do students interact with text through these writing practices?; and, what lessons derive from the writing-about-reading experiences born of these practices? Mikhail Bakhtin's theories of dialogism frame and inform these questions.
520 $a This study finds that commonplace books, marginalia, on-line discussion boards, and personal essays, combined with purposeful pedagogy, allow some students to interact with texts more actively and meaningfully. By teaching their students how to view text as dialogue in print, and how to respond to text through writing as they would in live dialogue, these teachers encourage their students to consider writing-about-reading as a way to honor and to discover their own thoughts about the literature they read. This study also finds that the schoolroom context complicates dialogic assignments and pedagogy. Some students persist to view school as a means to an end: they write about their reading only to receive a grade.
520 $a This study raises awareness and concern regarding student passivity vis-a-vis literature they read and the work they do. It suggests that teachers re-examine the purposes behind their writing-about-reading assignments. It asks that teachers renegotiate, with students and administrators, how to prepare students to become thoughtful and engaged participants in their communities. And it offers models for literacy pedagogy that show how active and engaged student reading and writing can help create more informed, empathetic, and engaged citizens.
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791 $a Ed.D.
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