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Current theory, research, and pedagogy in the teaching of writing as a process assume a primarily cognitivist approach to the development of competency in organizing material, structuring sentences, paragraphs and whole essays, editing and revising. Non-cognitive influences on writing are acknowledged, if at all, during the pre-writing or invention stage of the writing process. Reading and interpreting of texts in process is largely ignored, despite access to significant bodies of theoretical and research-based literature on reader response and psychoanalytic interpretation. Furthermore, current research shows that student writers do little if any revising of their texts. In contrast, this study with a Basic Writing class of 18 students at the University of Massachusetts documents a pedagogical approach which applies psychoanalytic interpretation, literary critical theory and reader response theory as students read and respond to their own as well as their peers' emerging texts. Peer and instructor response sheets, self-response sheets, and drafts of essays in progress for the class as a whole, plus taped interviews with eight case-study students are coded and analyzed to show that these student writers demonstrate varying degrees of facility in making a writer-to-reader shift as they become interactive readers of their own texts. The data also shows that these students acknowledge the influence of nonconscious activity in their writing, and use anomalies of form as traces of underlying material which they draw on for substantial revision.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 28, 2007) Includes bibliographical references.

Thesis (MEd (Human Resource Studies))--University of South Australia, 1995

Thesis (MEd (Human Resource Studies))--University of South Australia, 1995

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on April 15, 2008). Includes bibliographical references (p. 188-197).

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Dana L. Fox, committee chair; Celeste Compton Bates, Joyce E. Many, Amy Seely Flint, Joel Meyers, committee members. Electronic text (165 p. : ill.) : digital, PDF file. Description based on contents viewed Aug, 21, 2008. Includes bibliographical references (p. 142-150).

Thesis (Ed. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-98). Also available online in in ProQuest, free to University of Oregon users.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xix, 290 p. Includes bibliographical references (p. 250-280).

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 104-108).