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| Rhetorical Criticism | 7 |
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| Whole Language Approach | 6 |
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| Theory Practice Relationship | 5 |
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| Moorman, Gary B. | 2 |
| Anderson, Thomas H. | 1 |
| Armbruster, Bonnie B. | 1 |
| Bialostok, Steve | 1 |
| Cambourne, Brian | 1 |
| Goodman, Kenneth S. | 1 |
| Willinsky, John | 1 |
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| Journal Articles | 6 |
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Peer reviewedBialostok, Steve – Language Arts, 1997
Examines three previously published articles which call for compromise in the debate over reading instruction. Argues that the articles are misleading and have the potential to create fear of whole language and anti-whole language sentiment. Shows how the writers portray themselves as concerned educators grounded in "true science," and…
Descriptors: Elementary Education, Higher Education, Ideology, Reading Instruction
Peer reviewedMoorman, Gary B.; And Others – Reading Research Quarterly, 1994
Analyzes 18 articles selected as representative explanations of the whole-language position. Finds three themes that frame the thought and activities of the movement: general definitions, learning and teaching, and reading and reading instruction. Analyzes the articles using deconstruction to find their implicit assumptions, revealing underlying…
Descriptors: Discourse Analysis, Elementary Secondary Education, Higher Education, Meta Analysis
Peer reviewedCambourne, Brian – Reading Research Quarterly, 1994
Responds to an article in the same journal on the rhetoric of whole language. Challenges issues of representation, motives involved, and the small unrepresentative sample involved. Discusses the rhetoric of camouflage. (SR)
Descriptors: Discourse Analysis, Elementary Secondary Education, Higher Education, Reading Research
Peer reviewedGoodman, Kenneth S. – Reading Research Quarterly, 1994
Responds to an article in the same journal on the rhetoric of whole language. Shows how the authors of that article fail to do what they set out to do from their own perspective. Discusses choice of sources, treating the language seriously, and language without substance. Shows how those authors judge whole language not by its own principles but…
Descriptors: Discourse Analysis, Elementary Secondary Education, Higher Education, Reading Research
Peer reviewedMoorman, Gary B.; And Others – Reading Research Quarterly, 1994
Responds to three articles (in the same journal) which responded to an article by these authors on the rhetoric of whole language. Discusses the nature of professional discourse. (SR)
Descriptors: Discourse Analysis, Elementary Secondary Education, Higher Education, Reading Research
Peer reviewedWillinsky, John – Reading Research Quarterly, 1994
Responds to an article in the same journal on the rhetoric of whole language. Provides alternative readings in the defining and deconstructing of whole language, and argues that its sense will come from the points of difference rather than from the precision of final definitions. (SR)
Descriptors: Definitions, Discourse Analysis, Elementary Secondary Education, Higher Education
Download full textArmbruster, Bonnie B.; Anderson, Thomas H. – 1984
In an investigation of the characteristics of "considerate" text, defined as informative, content area text that promotes student comprehension, learning and remembering, this report presents a prototypical chapter of considerate text on American history following the Revolutionary War and a commentary on the writing. Beginning with the…
Descriptors: Coherence, Content Area Reading, Content Area Writing, Expository Writing
