TR 3. A Good Girl Writes Like a Good Girl: Written
Response and Clues to the Teaching/Learning Process,
by Melanie Sperling and Sarah Warshauer Freedman. Sperling
and Freedman present a case study of a high-achieving
student in a ninth-grade English class, exploring and
analyzing sources of the student's misunderstanding of
teacher-written response to her writing. They uncover a
complexity of strategies that lie behind the
misunderstanding, reflecting the information, skills, and
values that teacher and student bring to the writing
process. May, 1987; 18 pages; $3.50.
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OP 40. Revealing the Teacher-as-Reader: A Framework for
Discussion and Learning, by Melanie Sperling. Based on
detailed observations of an eleventh-grade English
teacher's responses to her students' writing, Sperling
offers a framework for thinking about the perspective
teachers bring to reading students' writing. In her
framework, Sperling identifies five key ways that this
teacher reader oriented herself to her student writers and
their writing, and suggests that other teachers in other
settings can put the observations derived from this case
to the test of their own classroom experiences. March,
1995; 12 pages; $3.50.
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