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Direct linkStyslinger, Mary E. – Journal of Adolescent & Adult Literacy, 2004
Theory has always possessed an elusive, intangible, and almost ethereal quality. Comprising nothing but ideas compressed into words, it is supposed to guide literacy interactions and transactions. Theory provides the "why" that underlies the "how to" of teaching. Yet the author, a teacher, has often struggled with the effort of translating theory…
Descriptors: Journal Writing, Reader Response, Theory Practice Relationship, Secondary Education
