CONSTRUCTING THE PERSPECTIVE OF TEACHER-AS-READER - A FRAMEWORK FOR STUDYING RESPONSE TO STUDENT WRITING

This study provides a framework for analyzing the multiple aspects of reader perspective in a teacher's approach to writing instruction. Thi s framework is based on an examination of one teacher's written commen ts on her students' papers as well as on observations of her classroom . Analysis showed that the teacher's perspective as a reader, as refle cted by her written comments on students' papers, differed (a) across students, especially for the two students at either end of the ability range; and (b) across writing assignments, revealing differences in t heir difficulty but in ways not predicted by the theory underlying the assignment sequence. Grounded in the social processes of writing and reading in the context of the classroom, the framework gives researche rs and teachers a way to explore reader perspective in teacher respons e to student writing and its influence on writing and learning to writ e.