Responders are taught, not born

Journal of Adolescent and Adult Literacy

Volumn 46, Issue 8, 2003, Pages 684-693

  Simmons, Jay ^a  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12944283078     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (14)

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2. Bomer, R. (1995). Time for meaning. Portsmouth, NH: Heinemann.
3. Calkins, L.M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
4. Chadwell, G.B. (1999). Developing an effective writing program for the elementary school. West Newbury, MA: Collins Education Associates.
5. Elbow, P. (1973). Writing without teachers. New York: Oxford University Press.
6. Flower, L. (1979). Writer-based prose: A cognitive basis for problems in writing. College English, 41, 19-37.
7. Graves, D.H. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.
8. Graves, D.H. (1994). Afresh look at writing. Portsmouth, NH: Heinemann.
9. Murray, D.M. (1985). A writer teaches writing (2nd ed.). Boston: Houghton Mifflin.
10. Murray, D.M. (1998). The craft of revision (3rd ed.). Fort Worth, TX: Harcourt Brace.
11. Newkirk, T. (1984). Direction and misdirection in peer response. College Composition and Communication, 35, 319-329.
12. Simmons, J. (1992). Portfolios for large-scale assessment. In D.H. Graves & B. Sunstein (Eds.), Portfolio portraits (pp. 96-113). Portsmouth, NH: Heinemann.
13. Straub, R. (1997). Students' reactions to teacher comments: An exploratory study. Research in the teaching of English, 31, 91-111.
14. Tobin, L. (1993). Writing relationships: What really happens in the composition class. Portsmouth, NH: Boynton/Cook.