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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.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Toward a model of reading writing as oral discourse./
Author:	Forbes, Cheryl Ann.
Description:	300 p.
Notes:	Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2347.
Contained By:	Dissertation Abstracts International53-07A.
Subject:	Education, Language and Literature. -
Online resource:	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 The texts used for the study come from three unpublished student writers, four contemporary essayists--George Garrett, Stanley Elkin, Lewis Thomas, and Stephen Jay Gould--and a sixteenth-century pamphleteer, Thomas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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008 130515s1992 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9223188
035 $a AAI9223188
040 $a UMI $c UMI
100 1 $a Forbes, Cheryl Ann. $3 1677162
245 1 0 $a Toward a model of reading writing as oral discourse.
300 $a 300 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2347.
500 $a Director: Randal Robinson.
502 $a Thesis (Ph.D.)--Michigan State University, 1992.
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.
590 $a School code: 0128.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Speech Communication. $3 1017408
650 4 $a Language, General. $3 1018089
690 $a 0279
690 $a 0459
690 $a 0679
710 2 $a Michigan State University. $3 676168
773 0 $t Dissertation Abstracts International $g 53-07A.
790 1 0 $a Robinson, Randal, $e advisor
790 $a 0128
791 $a Ph.D.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9223188