Texts, Textoids and Utterances:

Writing and Reading for Meaning, In and Out of Classrooms

note 1

I'm using an instance from work I've done in my own classes, but I should make clear that it represents a great deal of shameless plagiarism from the ideas of my colleagues -- especially Thom Parkhill in Religious Studies, Doug Vipond in Psychology, and Jim Reither of English (see Parkhill, 1988, and Reither & Vipond, 1989). And many aspects of them are derived from work originally done by whole language teachers with younger children, much of it by my wife, Anne Hunt, whose work on a research project involving the writing of first and second graders over the last two or three years has developed many of these strategies for making writing and reading meaningful (see Hunt, Cameron & Linton, 1989).

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