Englert C S, Mariage T V
Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing.
J Learn Disabil. 1991 Jun-Jul;24(6):330-42. doi: 10.1177/002221949102400602.
When teachers view writing as a social process in which authors write for real audiences and authentic purposes, they change their instruction accordingly to meet the needs of writers with learning disabilities. As more experienced members of a larger community of writers, teachers play a primary role in apprenticing students into the inherently social functions of writing. Through teacher-student dialogues about the complexities of the writing process, students gradually develop and control their own writing "voice" as they use and transform the shared understandings of the group process. Text structure, writing strategies, and metacognitive knowledge of the writing process provide opportunities for teachers and students with learning disabilities to interact and create shared understandings about the composition process. This article reviews some recent attempts to use text structures and the writing process as frameworks to guide the composition dialogue.
