Textual Perspectives on Collaborative Learning: Dialogic Literacy and Written Texts in Composition Classrooms.

Comprone, Joseph J.

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ERIC Number: EJ406845

Record Type: Journal

Publication Date: 1989

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Abstractor: N/A

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Textual Perspectives on Collaborative Learning: Dialogic Literacy and Written Texts in Composition Classrooms.

Comprone, Joseph J.

Writing Instructor, v8 n3 p119-28 Spr 1989

Argues that diminishing the distinctions between oral and written text-making will harm students trying to transform oral to written text. Applies dialogic theory to the science essay, a genre that is a staple in cross-curricular writing courses. Presents five basic teaching strategies that balance oral and written conventions. (RS)

Descriptors: Collaborative Writing, Higher Education, Teaching Methods, Verbal Communication, Writing Instruction

Publication Type: Journal Articles; Opinion Papers; Guides - Classroom - Teacher

Education Level: N/A

Audience: N/A

Language: English

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