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Toward a model of reading writing as...

Forbes, Cheryl Ann.

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Toward a model of reading writing as oral discourse.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Toward a model of reading writing as oral discourse./
作者:	Forbes, Cheryl Ann.
面頁冊數:	300 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2347.
Contained By:	Dissertation Abstracts International53-07A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9223188

Toward a model of reading writing as oral discourse.
Forbes, Cheryl Ann.

Toward a model of reading writing as oral discourse. - 300 p.

Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2347.

Thesis (Ph.D.)--Michigan State University, 1992.

This study presents a model for reading nonfiction prose essays that have as a major aspect of their style characteristics more typical of oral discourse than of written discourse, the characteristics of face-to-face conversation. The texts used for the study come from three unpublished student writers, four contemporary essayists--George Garrett, Stanley Elkin, Lewis Thomas, and Stephen Jay Gould--and a sixteenth-century pamphleteer, Thomas Nashe. Each text is read from the perspective of oral discourse and is compared with the other texts to explore the relationships between speaking and writing, rather than their differences. Such a model of reading inevitably changes the structure of the composition classroom, as well as the relationships among students and between students and teacher; it also changes the relationship of students to their own texts, their colleagues' texts, and the published texts they encounter. The model of reading proposed points to a written discourse that is as interactive as oral discourse. Therefore, this study offers a way for teachers to read socially, contextually, ethnographically, and holistically--taking all the ways we use language into consideration as we read. Such reading requires that teachers of writing make explicit the inseparability and interdependence of writing, speaking, reading, and listening, as these processes inform and reinform each other.Subjects--Topical Terms:

1018115
Education, Language and Literature.

Toward a model of reading writing as oral discourse.
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520 $a This study presents a model for reading nonfiction prose essays that have as a major aspect of their style characteristics more typical of oral discourse than of written discourse, the characteristics of face-to-face conversation. The texts used for the study come from three unpublished student writers, four contemporary essayists--George Garrett, Stanley Elkin, Lewis Thomas, and Stephen Jay Gould--and a sixteenth-century pamphleteer, Thomas Nashe. Each text is read from the perspective of oral discourse and is compared with the other texts to explore the relationships between speaking and writing, rather than their differences. Such a model of reading inevitably changes the structure of the composition classroom, as well as the relationships among students and between students and teacher; it also changes the relationship of students to their own texts, their colleagues' texts, and the published texts they encounter. The model of reading proposed points to a written discourse that is as interactive as oral discourse. Therefore, this study offers a way for teachers to read socially, contextually, ethnographically, and holistically--taking all the ways we use language into consideration as we read. Such reading requires that teachers of writing make explicit the inseparability and interdependence of writing, speaking, reading, and listening, as these processes inform and reinform each other.
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