Reading classrooms as text: Exploring student writers' interpretive practices.
Examines students' interpretive practices in order to explore the structure of assumptions that guide them when they write. Impact of the culture of school on student learning; Problems arising from ineffective teaching; Need for feedback between teacher and student.
| Publicado en: | College Composition & Communication Vol. 46; no. 3; pp. 411 - 430 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
National Council of Teachers of English
Oct95
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=9512223230&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 9512223230 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0010096X CCC jtl: College Composition & Communication issn: 0010096X maglogo: N pubinfo: dt: Oct95 vid: 46 iid: 3 pid: 286 pub: National Council of Teachers of English artinfo: ui: 9512223230 10.2307/358713 ppf: 411 ppct: 19 formats: tig: atl: Reading classrooms as text: Exploring student writers' interpretive practices. aug: au: Nelson, Jennnie su: Students Authorship sug: subj: Students Authorship ab: Examines students' interpretive practices in order to explore the structure of assumptions that guide them when they write. Impact of the culture of school on student learning; Problems arising from ineffective teaching; Need for feedback between teacher and student. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1995 holdings: @attributes: islocal: N |
|---|