As teachers of writing, we inherit terms, all of which have complicated and ongoing histories. The field of rhetoric and composition has an impressive collection from which to choose: "dialogism," "writing as a way of thinking," "critical thinking," and "writing to learn," to name a few. These terms creep into our vocabulary. We take them into the classroom. / We form and reform our theories of writing as we internalize and make sense of the language we inherit. The challenge is, then, to constantly consider whether our practice reflects our emerging theories and whether our theories are in sync with our practices. Our theoretical understandings most visibly surface when we explain what we value in student writing--the nexus of theory and practice. / In the dissertation, I examine the ways in which our evaluation of student writing can reveal the gaps between our theory and our practices. From these gaps, my own self-examination reveals our stories as teachers, writers, and readers emerge. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2503. / Major Professor: Richard Straub. / Thesis (Ph.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76942 |
| Contributors | Crossley, Gay Lynn., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 271 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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