A dialogical perspective on composition: the classroom responds to gadamer
Composition theory has in the past two decades been informed by three pedagogical movements. The older process pedagogy foregrounds the student writer in the act of composing. In the past decade, reader response theory has spoken to classroom practice in the forms of collaborative learning and writi...
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|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal de Santa Catarina
1993-01-01
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| Series: | Ilha do Desterro |
| Online Access: | https://periodicos.ufsc.br/index.php/desterro/article/view/8730 |
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| _version_ | 1850207677567729664 |
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| author | Peter Sotiriou |
| author_facet | Peter Sotiriou |
| author_sort | Peter Sotiriou |
| collection | DOAJ |
| description | Composition theory has in the past two decades been informed by three pedagogical movements. The older process pedagogy foregrounds the student writer in the act of composing. In the past decade, reader response theory has spoken to classroom practice in the forms of collaborative learning and writing across the curriculum pedagogics. In both of these pedagogics, the student writer is perceived as an initiate in a specialized community of writers, and her
goal is to master the reading and writing conventions that shape the knowledge in that chosen field. Finally, in the pedagogics of E.D. Hirsch and Allan Bloom, there is a focus on determining valid textual meaning: for these theorists, student writers need to learn their culture before they can engage in any meaningful reading and writing. |
| format | Article |
| id | doaj-art-d47c6aeb920f48eea32c33013e6fd962 |
| institution | OA Journals |
| issn | 0101-4846 2175-8026 |
| language | English |
| publishDate | 1993-01-01 |
| publisher | Universidade Federal de Santa Catarina |
| record_format | Article |
| series | Ilha do Desterro |
| spelling | doaj-art-d47c6aeb920f48eea32c33013e6fd9622025-08-20T02:10:27ZengUniversidade Federal de Santa CatarinaIlha do Desterro0101-48462175-80261993-01-0129A dialogical perspective on composition: the classroom responds to gadamerPeter SotiriouComposition theory has in the past two decades been informed by three pedagogical movements. The older process pedagogy foregrounds the student writer in the act of composing. In the past decade, reader response theory has spoken to classroom practice in the forms of collaborative learning and writing across the curriculum pedagogics. In both of these pedagogics, the student writer is perceived as an initiate in a specialized community of writers, and her goal is to master the reading and writing conventions that shape the knowledge in that chosen field. Finally, in the pedagogics of E.D. Hirsch and Allan Bloom, there is a focus on determining valid textual meaning: for these theorists, student writers need to learn their culture before they can engage in any meaningful reading and writing.https://periodicos.ufsc.br/index.php/desterro/article/view/8730 |
| spellingShingle | Peter Sotiriou A dialogical perspective on composition: the classroom responds to gadamer Ilha do Desterro |
| title | A dialogical perspective on composition: the classroom responds to gadamer |
| title_full | A dialogical perspective on composition: the classroom responds to gadamer |
| title_fullStr | A dialogical perspective on composition: the classroom responds to gadamer |
| title_full_unstemmed | A dialogical perspective on composition: the classroom responds to gadamer |
| title_short | A dialogical perspective on composition: the classroom responds to gadamer |
| title_sort | dialogical perspective on composition the classroom responds to gadamer |
| url | https://periodicos.ufsc.br/index.php/desterro/article/view/8730 |
| work_keys_str_mv | AT petersotiriou adialogicalperspectiveoncompositiontheclassroomrespondstogadamer AT petersotiriou dialogicalperspectiveoncompositiontheclassroomrespondstogadamer |