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- W317013353 abstract "aspects of the act of writing. 1 1 Blether we teach adolescent or adult literacy learners, one corIII nerstone °f current practice the emphasis we now place on %JkJ activating a student's background knowledge to link the new to the known (Alvermann & Phelps, 1998). However, in addition to activating a student's background knowledge, many teachers have also discovered the important role that uncovering and challenging a student's unexamined assumptions about a topic or, more pointedly, about themselves as readers, writers, and thinkers can play as they create a classroom environment to support their students' literacy development (Marzano, 1991). For, as Flower (1994) pointed out, any literate act is an attempt to create meaning, and... reflects itself shaped by literate, social, and cultural practices that existed long before the (p. 9). So whether the students are writing a poem, a business letter, or an autobiography, moving among them as a reader and writer calls for strategic knowledge, for understanding the conventions of that discourse and how they are used to carry out people's intentions (p. 9). As many teachers already understand from experience, a major stumbling block to creating classroom conditions for students to acquire that strategic knowledge very often the unexamined assumptions and images some students bring with them about writers and about the act of writing itself. As Jeffrey and Prentice (1997) succinctly put it, Many students make the assumption that writing magical or possibly an innate talent with which some people are ©1999 International Reading Association (pp. 358-364)" @default.
- W317013353 created "2016-06-24" @default.
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- W317013353 date "2000-01-01" @default.
- W317013353 modified "2023-09-25" @default.
- W317013353 title "The Self as Writer: Assumptions and Identities in the Writing Workshop." @default.
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