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Collaboration Through Writing and Reading: Exploring Possibilities. INSTITUTION Center for the Study of Writing, Berkeley, CA.: Illinois Univ., Urbana

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Collaboration Through Writing and Reading: Exploring Possibilities. INSTITUTION Center for the Study of Writing, Berkeley, CA.: Illinois Univ., Urbana DOCUMENT RESUME ED 311 450 CS 212 094 AUTHOR Dyson, Anne Haas, Ed. TITLE Collaboration through Writing and Reading: Exploring Possibilities. INSTITUTION Center for the Study of Writing, Berkeley, CA.: Illinois Univ., Urbana. Center for the Study of Reading.; National Council of Teachers of English, Urbana, Ill. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-0-8141-0737-0 PUB DATE 89 GRANT OERI-G-00869 NOTE 288p.; Product of a working conference (Berkeley, CA, February 14-16, 1986). AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 07370-3020; $13.95 member, $17.95 nonmember). PUB TYPE Books (010) -- Collected Works Conference Proceedings (021) EDRS PRICE MFO1 /PC12 Plus Postage. DESCRIPTORS Cultural Context; Elementary Secondary Education; English Instruction; Higher Education; *Language Arts; Problem Solving; *Reading Instruction; *Reading Writing Relationship; *Writing Instruction IDENTIFIERS *Collaborative Learning ABSTRACT This book, a series of essays developed at a working conference on the integration of reading and writing, surveys the historical, cultural, situational and social forces that keep the teaching of writing separate, skew the curriculum to favor reading over writing, and discourage development of pedagogies that integrate the language arts; examines the cognitive processes and strategies writers and readers use outside of school to develop and express their ideas; and discusses the challenge teachers face--to help students develop skills for reading and writing without isolating those skills from meaningful tasks and letting students forget the reasons for these activities. The book contains the following chapters: Chapter 1, "On Collaboration" (Anne Haas Dyson); Chapter 2, Introduction (James Moffett) and "A Sisyphean Task: Historical Perspectives on Writing and Reading Instruction" (Geraldine Joncich Clifford); Chapter 3, Introduction (Guadalupe Valdes) and "Writing and Reading in the Community" (Robert Gundlach and others); Chapter 4, Introduction (Sandra Murphy) and "The Problem-Solving Processes of Writers and Readers" (Ann S. Rosebery and others); Chapter 5, Introduction (Wallace Chafe) and "Writing and Reading Working Together" (Robert J. Tierney and others); Chapter 6, Introduction (Mary K. Healy) and "Writing-and-Reading in the Classroom" (James Britton); and Chapter 7, "The Writing-Reading Connection: Taking Off the Handcuffs" (Art Peterson). (MS) L4?4 Collaboration through Writing and Reading cx4 Exploring Possibilities '4*s Ofri. A4 s..qrtiS,,. ',C4*-41.:- NK:41,e_:,. "*.r'syi......f1-;-.', 1/4- st Pl- Z;10;'S., -.s.:,-.t :.,:... ...;:.i.v..,.. :i.gA1S,-. \...%A ,.N.,,e,,..1,1.,:).:,i-iv,-...."4,..:-.1:-;-, ' -:e41:::,:,.....t, -.11:;;:......:::s;?).,,,,,..-e.,.. v-V "PERMISSION TO REPRODUCE THIS ':5...<-1:g7.X;a5g:z1-,, lis4.14351P41,4; *-**tv MATERIAL HAS BEEN GRANTED BY t*Alf7y..;7;*;34511.s:. iPfz:I;VA14-. if.E74%,A4itrizt?C'S'e ;17,%.,, Mama ( I ,.. , 0,z 4.4%. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) C This document has been reproduced as received from the person or organization originating it r Minor changes have been made to improve reproduction quality Ic Points of r iew or oprnions stated in this docu- ment do not necessarily represent official OERI positron or policy 'WV 4041:11. Finer '44 Collaboration through Writing and Reading 0,.1 Collaboration through Writing and Reading Exploring Possibilities Edited by Anne Haas Dyson University of California, Berkeley National Council )f Teachers of English 1111 Kenyon Ro d, Urbana, Illinois 61801 In memory of Mary Hurd low, a loving teacher, who turned classroom possibilities into language-rich realities for children NCTE Editorial Board: Donald R. Gallo, Richard Lloyd-Jones, Raymond Rodrigues, Dorothy Strickland, Brooke Workman; Charles Sulu r, chair, ex officio; Michael Spooner, ex officio Staff Editors: Sheila A. Ryan, Tim Bryant Book Design: Cover, Michael J. Getz; intericr, Tom Kovacs for TGK Design NC.TE Stock Number 07370-3020 © 1989 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. This project was cosponsored by the Center for the Study of Writing and the Center for the Study of Reading and was performed pursuant to grant no. OERI-G-00869 from the Office of Educational Research and Improvement/ Department of Education (OERI /ED) for the Center for the Study of Writing. However, the opinions expressed herein do not necessarily reflect the position or policy of the OERI /ED, and no official endorsement by the OERI/ED should be inferred. It is the policy of NCTE in its journals and other publications to provide a forum for the open dis,,:sion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Cataloging-in-Publication Data Collaboration through writing ana reading : exploring possibilities / edited by Anne Haas Dyson. p.cm. Proceedings of a conference, held in Berkeley, Calif., Feb. 14-16, 1986, cosponsored by the Center for the Study of Writing and the Center for the Study of Reading. Includes bibliographies. ISBN 0-8141-0737-0 1. Language artsUnited States--Congresses.2. English language Study and teachingUnited StatesCongresses.I. Dyson, Anne Haas.II. National Council of Teachers of English.III. University of California, Berkeley.Center for the Study of Writing. IV. University of Illinois at Urbana-Champaign. Center for the Study of Reading. LB1576.C577 1989 420'.7'03dc20 89-36233 CIP Contents Acknowledgments vii Conference Participants ix Chapter 1: Introduction 1 On Collaboration 3 Anne Haas Dyson Chapter 2 19 Introduction 21 James Moffett A Sisyphean Task: Historical Perspectives on Writing and Reading Instruction 25 Geraldine Jongich Clifford Chapter 3 85 Introduction 87 Guadalupe Valdes Writing am' Reading in the Community 91 Robert Gundlach, Marcia Farr, and Jenny Cook-Gumperz Chapter 4 131 Introduction 133 Sandra Murphy The Problem-Solving Processes of Writers and Readers 136 Ann S. Rosebery, Linda Flower, Beth Warren, Betsy Bowen, Bertram Bruce, Margaret Kantz, and Ann M. Penrose G vi Collaboration through Writing and Reading Chapter 5 165 Introduction 167 Wallace Chafe Writing and Reading Working Together 169 Robert J. Tierney, Rebekah Caplan, Linnea C. Ehri, Mary K. Healy, and Mary K. Hurd low Chapter 6 211 Introduction 213 Mary K. Healy Writing-and-Reading in the Classroom 217 James Britton Chapter 7: Commentary 247 The Writing-Reading Connection: Taking Off the Handcuffs 249 Art Peterson Comprehensive References 255 Editor 279 Contributors 280 7 Acknowledgments As is the way with the printed word, the neatly arranged pages that follow belie the talking, writing, readingand the retalking, rewriting, and rereadingthat preceded it. Many contributed their ideas, their energy, and their time to this collaborative work. Sarah Freedman of the Center for the Study of Writing (CSW) and Jana Mason of the Center for the Study of Reading (CSR) organized the conference that first gathered together the people whose voices are heard in this book; they were ably assisted by Jane Powell (CSR) and Sandra Murphy (CSW). The conference participants, many of whom became authors of chapters and prefaces, talked, read, and wrote about talking, writing, and reading with interest and enthusiasm. In the months following the conference, the chapter authors and I exchanged letters, notes, memos, andidrafts as the book envisioned at the conference began to take form. As editor, I was fortunate to work with authors who themselves shared in the vision of the bookand who were good-humored when editor and author seemed to be looking in different directions. I was equally fortunate to have editorial assistants, who read and talked through the chapters with me, hunted down missing references, and carefully checked each comma and period. Jim Slagel and Mark McCarvel worked with me almost from the beginning. Jeff Maxson helped in the final months, providing good humor and careful proofing and reproofing of the longest bibliography either of us had ever seen. Finally, Carol Heller, whose gifts as writer and editor are humbling, edited my own chapter and helped with the final cleaning up. Throughout the months of drafting and redrafting, the CSW staff worked through an almost daily deluge of papers to be typed and retyped, always with a smile. I thank Lynnette Harry, Trish Cascardi, and Ernie Grafe. vii Conference Participants Mary Sue Ammon, Department of Educational Psychology, School of Education, University of California, Berkeley Paul Ammon, Department of Educational Psychology, School of Ed- ucation, University of California, Berkeley James Britton, London, England Bertram (Chip) Bruce, Bolt, Beranek and Newman, Cambridge, Mas- sachusetts Robert Calfee, School of Education, Stanford University Rebekah Caplan, University of California, Berkeley Wallace Chafe, Department of Linguistics, University of California, Santa Barbara Fran Claggett, Alameda High School, Alameda, California Geraldine Clifford, Educational Foundations, School of Education, University of California,
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