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This volume shows that the separation of the teaching of reading and writing has been a dominant feature of educational practice at the elementary and secondary levels since colonial times. The editors identify current movements in education that have fostered connections between reading and writing as well as those that tend to push them apart.
The National Society for the Study of Education
Board of Directors of the Society, 1997-98; Contributors to the Yearbook
Ch. I: The Reading-Writing Connection Viewed Historically
Nancy Nelson, Robert C. Calfee.
Ch. II: Writing for Readers: The Primacy of Audience in Composing
Donald L. Rubin
Ch. III: What is Rhetoric and What can it do for Writers and Readers?
James J. Murphy
Ch. IV: Readers' Awareness of Author
Ch. V: Talking to an Author: Readers Taking Charge of the Reading Process
Margaret G. McKeown, Isabel L. Beck.
Ch. VI: Teachers as Readers of Students' Writing
Ch. VII: Contextualizing Teachers' Responses to Writing in the College Classroom
Ch. VIII: "How much are we the Wiser?": Continuity and Change in Writing and Learning
George E. Newell
Ch. IX: Leading Middle-Grade Students from Reading to Writing: Conceptual and Practical Aspects
Robert C. Calfee
Ch. X: Writing about Literature: A Dialogic Approach
Ch. XI: Students as Critics of Disciplinary Texts
Maureen A. Mathison
Ch. XII: Reading and Writing Contextualized
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